Dissertation abstract on the topic "Economic security of an educational institution in the conditions of the formation of an innovative economy"
As a manuscript
Alimova Natalia Konstantinovna
ECONOMIC SECURITY OF THE EDUCATIONAL INSTITUTION IN THE CONDITIONS OF THE FORMATION OF AN INNOVATIVE ECONOMY
Specialty: 08.00.05 - economics and management of the national economy (field of study: economic security)
Moscow 2009
The work was carried out at the Department of Economics and Management of the Moscow City Pedagogical University.
Supervisor:
candidate of economic sciences, doctor of pedagogical sciences, professor Levitsky Mikhail Lvovich
Official opponents:
Doctor of Economics, Professor Kolosov Alexander Vasilievich
Candidate of Economic Sciences, Associate Professor Kazakova Svetlana Lvovna
Lead organization:
Institute of Public Administration, Law and Innovative Technologies.
The defense will take place on March 27, 2009 at 11 o'clock at a meeting of the Dissertation Council D 521.023.01 at the Moscow Academy of Economics and Law, at the address: 117105, Moscow, Varshavskoe shosse, 23.
The dissertation can be found in the library of the Moscow Academy of Economics and Law. The announcement of the defense and the author's abstract of the thesis are posted on the website www.mael.ru February 25, 2009.
Scientific Secretary of the Dissertation Council, Candidate of Economic Sciences, Associate Professor / A. Ernst
.GENERAL DESCRIPTION OF WORK
At present, the system of general secondary education in the Russian Federation includes more than 67 thousand educational institutions, in which 20 million children and adolescents study. General education enrollment in the Russian Federation is one of the highest in the world, accounting for 81% of the population aged 7-17, inclusive. In the general education system there are 1.7 mln. number of teachers or 2% of the working-age population of Russia.1 At present, 277 billion rubles are allocated for education, and it is believed that more than two billion rubles are circulating in the shadow economy. Thus, the economic security of educational institutions is one of the most acute problems of modern social development. The Concept for the modernization of Russian education for the period up to 2010 (Order of the Ministry of Education of Russia No. 393 of 11.02.2002) reads: “... the country must resolve its pressing social and economic problems not by saving on general education and vocational schools, but on the basis of its advanced development, considered as an investment in the future of the country, in which the state and society, enterprises and organizations, citizens - all interested in quality education participate ”.
One of the most important indicators of the economic security of educational institutions is the level of teachers' salaries - the main link in pedagogical technologies. Today, teachers' salaries fluctuate in a very wide range, for example, in Moscow the average teacher's salary was 8030 rubles in 2007, and in Ivanovo oblast it was 8,030 rubles. 2899 RUB
A detailed analysis of the development of the education system over the past 20 years shows that the bulk of the changes that have occurred in it are directly or indirectly related to the economy, the distribution of cash flows, the fight against financial crises, etc. Thus, it can be stated that the issues of economic security of educational institutions over the last period and until now have been and are dominant in the entire mass of existing problems. At the same time, a number of serious opportunities for increasing the level of economic security of educational institutions are used extremely insufficiently, and when introducing the activities of pedagogical collectives into practice, it is not rational and not professional. The Russian education system can only become competitive and regain the largely lost leading positions when each educational institution has a system of economic security that functions well at a high level.
The degree of elaboration of the topic. The problem of economic security on a national scale and in relation to a production organization is to a certain extent covered in foreign and domestic literature. At the same time, in the conditions of the formation and reform of the education system in Russia, the problem of the security of an educational institution, due to its specific features, has acquired an independent significance, as well as the development of methods for ensuring the economic security of a person participating in educational processes. But these problems, especially in the systemic unity, have not been studied until now, taking into account the changing economic situation in the country. Research in the field of economic security of education is mostly of a declarative nature, and with regard to a general educational institution, given their diversity and specificity, they are generally absent. For example, to date, there is no accurate information on the shadow economy in relation to Russian schools, especially taking into account regional characteristics.
The relevance of this study is determined by the ability to significantly increase the level of economic security of an educational institution in the rapidly changing external and internal conditions. A modern educational institution is funded from a large number of sources. However, to date, no
1 http://stat.edu.ru
the systematization of these sources has been carried out, their mutual influence has not been revealed, there is no information on how the financial sources of an educational institution change from the transformations taking place in the country's economy. The modern economic situation (over the past ten years) has repeatedly changed, from a transitional economy gradually began a transition to an innovative economy (unfortunately, the global financial crisis has made negative adjustments to the transformation that has begun). But any crisis will end sooner or later, and the country will again return to building an innovative economy, and general educational institutions should play an important role in this. On the one hand, they must educate future citizens of the country who are ready to live in a rapidly changing innovative environment. On the other hand, the schools themselves must become inherently innovative, that is, constantly modernize and diversify their internal environment. However, this is not possible without a well-functioning and constantly improving system of economic security of educational institutions.
All of the above allows us to formulate the problem of this study: increasing the level of economic security of educational institutions, taking into account the ongoing changes in the external and internal economic and social environment. The purpose of the study and the objectives of the study: to develop theoretical and scientific-methodological provisions, as well as practical recommendations to ensure an increase in the level of economic security of an educational institution, taking into account the general state of the country's economy.
In accordance with the purpose of the study, the following tasks were set:
To form a set of indicators (parameters) of economic development, which are simultaneously dichotomous and multilevel indicators of the economic security of an educational institution.
Summarize the existing sources of funding and show the ability of each of them to influence the level of economic security of an educational institution.
To identify the current level of threats to the shadow economy in educational institutions in terms of the impact on the transformation of the transitive (with the allocation of two independent stages: survival and stabilization) into the country's innovative economy.
Determine the main factors affecting the level of the economic state of persons participating in educational processes with their subsequent unification into groups of influence on the economic security of an educational institution.
Consider the possibility of adapting fundraising technologies to the modern domestic reality as one of the factors that makes it possible to increase the level of economic security in a general educational institution.
The object of the research is the system of economic security of a state educational institution that provides complete secondary education, certified by a document (state certificate) in the context of changing priorities of social development. In the text of the dissertation research, the terms "educational institution", "school", "educational institution" will be used in all these cases, unless otherwise specified, a general educational institution is meant.
The object of the research is the system of economic security of the state educational institution, which gives complete secondary education,
certified by a document (state certificate) in the context of changing priorities of social development. In the text of the dissertation research, the terms "educational institution", "school", "educational institution" will be used in all these cases, unless otherwise specified, the general educational institution is meant.
The theoretical and methodological basis of the study was made up of modern conceptual constructions and systems of scientific views on the economy, the development of the educational sphere, in terms of the independent functioning of educational institutions, developed, first of all, by the scientific schools of the USSR and then Russia, and economic security, with its new innovative concepts. In the course of the study, the following approaches were used: system analysis, factor analysis, prognostics, classification, as well as traditional methods of scientific knowledge - comparison, schematization, generalization of logical constructions, etc. The study implements statistical methods for processing the resulting array of numerical data using techniques, adapted to the tasks being solved. In some cases, quantitative analysis was carried out on the basis of the formulas proposed in the study, which made it possible to estimate the required parameters with a certain accuracy sufficient for work. As well as the works of domestic and foreign scientists-economists on the problems of education economics and economic security of education.
The factual and statistical basis of the study was the Concept and State Strategy of Economic Security of the Russian Federation, laws of the Russian Federation, decrees of the President of Russia, decrees and orders of the Government of Russia, analytical materials of the Federal Statistics Service, the Ministry of Education and Science of the Russian Federation, the Ministry of Finance of the Russian Federation, etc. , scientific and practical conferences and seminars, the Internet, statistical data of state and non-state bodies, reports of the activities of foundations, including charitable, schools and similar organizations of the Russian Federation, as well as the results of independent observations of the author.
Scientific hypothesis of the study: the higher the level of economic security of a general educational institution, the more opportunities for the development of the educational process based on an innovative economy.
The scientific novelty of the dissertation research lies in the development of a number of theoretical and scientific-methodological provisions for the formation and improvement of the level in the process of functioning of the self-improving system of economic security of educational institutions in the conditions of the formation of the country's innovative economy.
1. A number of definitions have been clarified, in particular, for such concepts as "safety of an educational institution", "economics of education", "economic security of an educational institution" and other concepts related to various sources of funding for an educational institution.
2. The sources of financing were identified and summarized, and it was established that each of the sources generates a unique and specific financial flow with a systemic complementarity to each other and a qualitative impact on the economic security of an educational institution.
3. It is proposed to use indicators of economic security: income and equivalent capital with the definition of the content and role of threshold values \u200b\u200bfor each of them as the main factors influencing the level of the economic state of persons participating in educational processes.
5. Developed and mastered in practice the general sequence of creating a systemic charitable activity as a mechanism of economic security of a general educational institution.
Provisions for Defense:
1. The definitions of the concepts "safety of an educational institution", "economics of education", "charity", "economic security of an educational institution" and a number of other concepts that characterize the sources of funding for educational institutions have been clarified.
2. Comprehensively formed results of the analysis of domestic and foreign experience of the impact on the quality of functioning and the efficiency of economic security of educational institutions of various sources of funding, taking into account the changing external and internal economic conditions;
3. Scientific developments that allow the formation and functioning of a self-improving system of economic security of an educational institution at a qualitatively higher, systemically formed level and, thanks to this, purposefully influence pedagogical technologies and the entire process of acquiring knowledge in modern rapidly changing conditions;
4. Justification of the need to strengthen work in the field of creating a system of self-improving effective economic security in each educational institution.
5. The author's concept, general sequence and complex of technologies to improve the level of economic security of an educational institution, regardless of its scale, location and status in the conditions of the formation of the country's innovative economy.
The theoretical significance of the study lies in the fact that the scientific results obtained allow the functioning of the economic security system of an educational institution at a qualitatively higher level, which makes it possible to anticipate the impact of threats on the activities of organizations. Dissertation research using economic categories (new and adapted to changed conditions) reveals and complements theoretical provisions for solving problems of ensuring economic security in the educational sphere in relation to institutions such as schools, gymnasiums, lyceums, etc. The results of the work can be the basis for the preparation of teaching materials and courses of lectures in the following disciplines: economic security of education, economic security of an educational institution for specialties: organization management, economic security, etc., as well as for further scientific research.
The practical significance of the work lies in the use of research results as a mechanism for developing recommendations for organizing and improving the economic security of an educational institution in a rapidly changing economic environment. The analysis carried out in the study, the results and conclusions obtained were brought to the level of specific scientifically grounded recommendations, which were repeatedly presented to the general public, which made it possible to improve the activities of a number of schools in the city of Moscow. Also, the proposed recommendations can be taken into account:
The Ministry of Education and Science of the Russian Federation in developing a concept and strategy for ensuring the economic security of education and forming a strategy and tactics for the development of the education economy;
Various regional and territorial management bodies of educational institutions (Moscow Department of Education, district education departments, etc.) in the development of concepts, strategies and plans (both current and long-term) for the activities of subordinate organizations;
Administration and planning bodies of foundations, including charitable foundations, which generate financial flows for educational institutions that directly affect their economic security;
Administration of educational institutions, in which the system of economic security is being formed, taking into account the solution of the problems of self-financing;
Scientists who study the development of the educational sphere, both at the country level (macro level) and at the level of educational institutions (micro level).
Approbation of work and implementation of research results. The main provisions of the dissertation research were reported and discussed at:
4th Annual International Conference of the Faculty of Public Administration, Moscow State University M.V. Lomonosov (May 24-26, 2006).
Round table "The role of the parent community and the implementation of the national project" Education "in the Moscow House of Public Organizations February 27, 2007
Training seminars (February 2006) for heads of educational institutions of the North-Eastern and central districts of Moscow on the topic "Charity in a general educational institution." On the topic of the research, 5 scientific papers with a volume of 2.9 pp were published, including two in the publication of the Higher Attestation Commission of the Ministry of Education and Science of Russia, which reflect the main content of the dissertation.
Volume and structure of dissertation work. The work is structured in accordance with its general concept and research logic. An explanatory note to the dissertation research consists of a title page, a table of contents, an introduction, three chapters including nine paragraphs, a conclusion containing brief conclusions and proposals, a bibliographic list of used literature (153 titles). The total volume of the thesis is 186 pages, 10 tables and 23 figures.
II. MAIN CONTENT OF WORK.
The introduction gives a general description of the work on the following parameters: relevance of the study; the degree of elaboration of the problem; purpose, object and subject of research; theoretical and methodological basis; factual and statistical base of the research; scientific hypothesis, scientific novelty, theoretical and practical significance, approbation of research results.
The first chapter "The current state of theoretical-methodological and scientific-methodological support of the economic security of a general educational institution" reveals the essence of economic security in relation to educational institutions, considers the initial concepts of economic security, the views of domestic and foreign scientists on the problems of financing educational institutions and issues of increasing the level of economic security education. Based on the analysis of domestic researchers, based on the objectives of the work, it is proposed to use the existing periodization of the development of economic thought in the education system and adapt it to solving the problems of economic security of educational institutions.
In the most general form, three stages are distinguished:
Stage 1 (early XX century - late 1980s XX century) - general theoretical, associated with the development of the basic provisions of the economy of education, which is in the wake of the economy in general (S.G. Strumilin, V.A. , S.L. Kostanyan). Researchers of this period paid the most close attention to the problems of the influence of education on the level of income and the efficiency of state expenditures on public education. According to calculations of the Soviet economy
100 Zhamin V.A., produced in the 60s of the last century, the share of the increase in national income associated with professional development is 30.3% .2
Speaking about the economics of education, it should be noted that the modern development of science requires new approaches to the definition of the very concept of "economics of education". Considering the recent achievements of memetics, the economics of education is understood as a branch of scientific knowledge associated with the economic aspects of the perception, processing, storage and use of the memorial baggage accumulated by mankind in labor processes3.
2nd stage (1991-2004) - development of economic thought in terms of economic security (M.JI. Levitsky, Bethlehem A.B., Shevchenko T.N.). This stage is due to the adoption of the Federal Law "On Education" and the penetration of market relations with the education system and educational institutions. This time is characterized by a sharp decline in government funding (11.8% of the RF consolidated budget in 1995). Global changes taking place in the field of education lead to the fact that scientists of this period pay more attention to the internal problems of the education system (taxation of educational institutions, accounting, remuneration systems for educators, etc.). These questions do not lose their relevance for economists today;
The third stage (from 2004 to the present day) is the penetration of the scientific methodology of economic security into the broad activities of scientists and practitioners. The use of the concept of "economic security of education" in the research of Russian economists (VL Perminov, IN Kondrat, etc.).
The analysis of literary sources shows that the nomenclature of indicators has not been formed for the modern education system, which can serve as an indicator base for economic security. Therefore, the author of the dissertation research proposed a nomenclature of indicators for further presentation of the material.
1. The level of national security:
Percentage ratio of expenditures on the education system to the country's GDP;
The ratio of the percentage of the GDP of one country to the percentage of education spending to the GDP of another country;
2. The education system as a whole:
Average salary of a teacher (educational worker) by country / region;
The ratio of the average salary of a teacher to the average salary of a worker in the manufacturing sector;
The number of people employed in educational institutions (teachers; administrative workers, students, etc.);
3. Educational institution:
The amount of financial receipts to the educational institution from the j - source;
The ratio of the amount of financial receipts from various sources;
Financial source manageability;
4. Person related to the education system:
Personal income (total), both related and unrelated to activities in the education system;
Personal income (private) associated only with activities in the education system; “Equivalent capital accumulated by the j-th personality.
The most important indicator of the above is the amount of financial receipts to an educational institution, which directly depends on the sources of funding.
2 Zhamin V.A. Economics of education (questions of theory and practice). M., "Education", 1969. Pp. 269
3 Meme (English aunt) - in memetics. a unit of cultural information disseminated from one person to another through imitation, learning, etc.
the entrance to the educational institution. M.L. Levitsky identifies three main sources of funding for educational institutions (according to modern legislation) 4. This is the so-called three-factor model of financing an educational institution (funding sources):
1. budgetary funds - the procedure for their receipt and expenditure is regulated by the Budget Code, which entered into force in 2000. The share of the federal budget in financing secondary general education is approximately 1%, educational institutions receive practically all budget money from the regional and local budgets (the share of the regional budget is 74%, the share of the local budget is 26% according to 2006 data);
2. entrepreneurial and other income-generating activities (in the 2006/07 academic year, only 4.6% of all students used paid educational services in schools);
3. Donations from benefactors. Today researchers distinguish the following functions of charity (these are the so-called classical functions of charity): economic function, social, redistributive, political and motivational.
In modern literature, it is believed that the economic security of the educational system (risk protection of the educational system) is, first of all, providing the entire educational system with the necessary resources (primarily financial), and at least at threshold values. At the same time, it is usually argued that the security of educational institutions themselves as physical and technological objects is important and necessary (on average, more than 400 million rubles per year are allocated to ensure the security of educational institutions) 5, and in a certain way interacts with the economic security of educational systems (institutions and individuals ).
In this setting, the subject of the economic security of the educational institution. as a scientific direction, is6:
Study of the possible protective qualities of the economic system of the state in relation to education and a specific educational institution, depending on its type and location; the formation of mechanisms and tools (external and internal, primarily economic) to resist the influence of hostile forces and factors seeking to destabilize the activities of the organization; creation of security, control and advisory functions, including the state, allowing to perform the intended functions in an appropriate quality; assistance in the functioning of supporting institutions that affect the functioning of an educational institution (for example, boards of trustees at educational institutions).
Considering the above, "economic security of an educational institution" in the dissertation research means the state of the availability of the required resources and a system of relationships between the agents of resource circulation, which allow qualitatively performing the functions of the organization and creating a state of its security in changing economic, social and political conditions. "
The objectives of the functioning of the economic security of a general educational institution depend on the stage of economic development and the correspondence to this stage of the level of economic security of the educational institution.
The modern strategy of development of the entire economy of the country has a tendency, which a number of scientists - J. Gelbraith, P. Drucker, M. Blaug, E. Hansen, F. Jansen, YV Yakovets, R. Ackoff, J. Forrester, H.H. Moiseev, Ya.D. Vishnyakov and many others define as
4 Levitsky ML., Shevchenko T.N. Educational institutions: sources of funding, taxes, accounting. -M.: MCFR, 2004. Pp. 24.
6 Under article B.JI. IIepMHHOBa "/http://lemer.edu3000.ru/Wladimir_biblos/penninov_l .htm
the movement of SURVIVAL in the process of a systemic crisis (survival economy), through STABILIZATION (stabilization economy - sometimes the survival economy together with the stabilization economy is called a transitional economy) to radical changes in the entire life of society - the INNOVATIVE phase of development (innovative economy).
Educational institutions have a multi-structured system of economic development: some live from the standpoint of economic security mainly within the framework of SURVIVAL, others within the framework of STABILIZATION, and others slowly but surely build INNOVATIVE relationships. This, in turn, fundamentally changes the requirements for the economic security of the entire education system as a whole and each educational institution in particular.
A comparative analysis of the problem of financing and maintaining the economic security of educational institutions at the proper level indicates the need to improve the financing of the Russian education system.
So, spending on education from the consolidated budget of the Russian Federation and the budgets of state extra-budgetary funds as a percentage of GDP amounted to 3.9% ?, and on average in developed countries 4.8% (for example: Sweden - 6.3%, Great Britain - 4 , 5%, USA - 4.8%).
As mentioned above, one of the most important sources of funding for educational institutions, in addition to the budget, is charitable donations. The author of the dissertation research proposed the following definition of the concept of "charity", from the standpoint of the concepts of economic security: "CHARITY is a specially organized system of events (in this case, they speak of systemic charity) to influence a number of individuals, including organizations, in order to achieve economic security of a given quality. " In this view, charity will be considered further.
Today, in contrast to developed countries, there are practically no benefits for donors (only individuals who donate to charitable organizations that receive most of the funds from the budget can receive a personal income tax deduction. Legal entities can transfer charitable donations only after paying income tax). The same situation can be traced in the taxation of entrepreneurial activity of educational institutions.
Another important indicator of the level of economic security of a general education institution is the average salary of teachers. Today, this indicator lags behind in terms of level not only the average world indicators of developed countries, but even the average wage in industry (0.62%). In addition, it should be noted the colossal spread in the amounts received by teachers in different regions of the Russian Federation. So in Moscow, the average teacher's salary in 2007 was 8030 rubles. And in the Ivanovo region. 2899 rub 8
And the above can be stated (without taking into account the processes associated with the current global financial crisis) that the increase in the level of economic security of educational institutions is negatively affected by:
1. Insufficient, in comparison with the volumes allocated in highly industrialized countries, the volumes of financing from the federal (consolidated) budget are comparable. And at the stage of formation of an innovative economy, there is a need to exceed these volumes;
2. The absence of a system of tax incentives for any financial receipts in favor of educational institutions (entrepreneurial activity, charitable donations) as the basis for minimizing corruption processes in education, and creating
7 Education in the Russian Federation: 2007. Statistical Yearbook. - M .: GU-HSE, 2007
8 According to http://stat.edu.ru
moral and ethical prerequisites for the education of the young generation with high moral potential;
3. Insufficient use of new technologies that contribute to an increase in financial receipts of a general educational institution (for example, fundraising technologies);
4. Lagging behind the average salary of a teacher from the average salary in industry. Moreover, during the formation of an innovative economy, employees with high creative potential should be additionally encouraged, and their activities should not be hindered by conservative representatives of the administration (teaching staff);
5. The high difference in the average salary of teachers in different regions of the Russian Federation, which will make it possible to more objectively assess the level of education quality;
6. Lagging behind the average salaries of teachers from the average salaries of teachers in developed countries;
Chapter 2 “Solving the problems of economic security of an educational institution in the conditions of the formation of an innovative economy” theoretically analyzes the issues of creating a system of economic security of a general educational institution, considers the factors influencing this system.
First of all, the system of criteria used to describe the essence of economic security is classified. This classification is based on the following aspects:
The first aspect is related to resource provision. Due to the fact that, in principle, all resources can be represented in monetary terms, this factor will be associated with the financial condition of the organization (FG1) 9.
The second aspect is related to the economic security of individuals who participate in the educational process (EL).
The third aspect is associated with the adoption of managerial decisions in the field of economic security for this educational institution (SD).
In a formalized form, the following generalization can be made:
EBou \u003d G (FP; EBL; SD) (1)
Where is EBou the level of security of the educational institution.
It should be noted that the level of economic security of an educational institution depends not only on the level of internal factors presented in dependence 1, but also on the state of the education economy as a whole.
In modern literature there are a large number of concepts related to the ideas of the economic security of enterprises. It should be noted that the economic security of educational institutions differs from the economic security of enterprises (Table 1). To solve the problems of dissertation research, it is necessary to single out educational institutions in a specific type of objects of economic security.
Of the aspects listed above, first of all, it is necessary to pay attention to how financial flows are formed in an educational institution. It is the adopted approaches to financing an educational institution that have a dominant influence on the functioning of the economic security system.
9 Economic security: Production - Finance - Banks. Ed. VC. Senchagova / M .: ZAO Finstatinform, 1998, p. 50.
Table 1
Some distinctive features of an educational institution in relation to _to the enterprise (production organization) _
№ Distinctive features of the educational institution. Comments
1 Each member of modern society is obliged to acquire certain knowledge, skills and abilities and, thereby, socialize in modern structures in an appropriate way. The obligation for every citizen of the country to provide the service sharply distinguishes an OS from an enterprise of any type and kind.
2 The service provided by the field of education, in one way or another, refers to any member of modern society, and many, for one reason or another, are forced to turn to the education system many times. The universality of the services provided sharply distinguishes the OS from the enterprise of any type and type.
3 The services of educational institutions are used by people of all ages for a long time, and the service started in early childhood, when the formation of personality is just beginning. The duration of the service provided distinguishes an OS from an enterprise of any type and type.
4 Each citizen receives a unique service that reflects on his behavior and opportunities for a long (very often for a lifetime) period. The uniqueness of the provided service distinguishes the OS from the enterprise of any type and kind.
As practice shows, 10 a modern, normally functioning general educational institution, as a rule, has several financial flows that allow an organization, at a certain level of economic security, to carry out its activities in a rapidly changing economic environment. Systematizing the sources of funding for an educational institution, seven individual (to a certain extent independent) streams can be distinguished - each of which, in turn, has its own structure, dynamics, regulatory framework and, most importantly, from a scientific point of view, accessibility for analysis (Fig. 1) ...
Figure: 1. Sources of funding for a general education institution.
The main financial flow is, of course, budget receipts (flow No. 1) from the federal, municipal or city budgets, allocated centrally and also centrally controlled by the state. This cash flow affects both the economic security of the entire organization as a whole (EBou) and each of its employees (EBD). From the standpoint of economic security, this cash flow is in most cases fundamental, that is, it is he who is responsible for the well-being or dysfunction of the functioning of the state educational institution. ... On average, it is believed that this financial flow forms about 50% of the financial budget of an educational institution of higher and secondary vocational education. For educational institutions, receipts from the budget (regional, city-
10 Alimova N.K. Financial flows of a general educational institution. // Materials of the 4th annual conference of the Faculty of Public Administration, Moscow State University. M.V. Lomonosov “Public administration in the XXI century: traditions and innovations. - M. 2006.
skysky or municipal) are 90-95%. "In other words, today the state cannot ensure the transition of the education system to prepare future citizens for life in an innovative economy. Therefore, the educational institutions themselves need to solve this problem
Additional sources of funding, in addition to the main budget, are closely related to the goals of creating and functioning of the system of economic security of a general educational institution.
Goal # 1. Ensuring high financial efficiency of the organization and its financial stability, taking into account the state of the environment (meaning the environment associated with the formation of financial flows relative to the organization). Goal number 2. Ensuring the independence of the technical and technological potential and high competitiveness of the organization both in the short and medium and long term
Goal number 3. Ensuring high efficiency of the organization's management, creating an optimal organizational structure.
Goal number 4. Ensuring a high level of qualifications of the organization's personnel, the intellectual potential of employees, the effectiveness of corporate activities. According to the development of the author of the dissertation research, for this purpose of functioning of the system of economic security, it is advisable to identify the following thresholds of socio-economic security, which affect the system of economic security of an educational institution: Average age of the teaching staff; the amount of rotation (change) of personnel; percentage of Internet users among the teaching staff; the ratio of the average teacher's salary to the average salary of a worker in the manufacturing sector; the ratio of budgetary and extrabudgetary receipts.
Table 2.
Comparison of socio-economic safety thresholds of a _general educational institution__
Name of the safety threshold Stage of "survival" Stage of "stabilization" Stage of "innovation" Statistical indicators
The average age of the teaching staff is 55 years old 50 years old 40 years old 52 years old
The percentage of Internet users among the teaching staff - 30% 85% 59.9% .12
The ratio of the average salary of a teacher to the average salary of a worker in the production sector is 0.9. 1.1. not less than 2.0 0.62
The ratio of budgetary and extrabudgetary revenues 0.4 0.8 1.2 0.1
Goal number 5. Creation of a system for maximizing the effectiveness of attracting legal additional sources of financing for an educational institution with optimization and subsequent minimization of illegal sources of generating cash flows. Figure 1 shows 6 more flows, in addition to the state budget, which can become financial sources for a general education institution.
First of all, these are receipts from the implementation of paid additional educational services (PEDS) (stream No. 2). As practice shows, the range of additional educational services in a general education institution is rather limited in comparison with higher and secondary vocational education. According to statistics, only
11 Economics and finance of education. Tutorial. M. Publishing house MGOU. 2003. p. 111.
12 School in the focus of monitoring the economics of education // Public education, 2007, no.
7.4% of educational institutions provided in 2006/07 academic year. d. paid educational services. According to the results of the analysis carried out by the author, such a low indicator in comparison with higher and secondary vocational educational institutions (they have an indicator of the PDOU striving for 100%) is associated with two factors: the reluctance of school principals to deal with the problems of maintaining accounting PDOU to other financial flows, either to “shadow money” or to charity. In the case of overcoming these negative factors, the percentage of general education institutions providing PEL, according to the author, could approach 50%. On average, families' expenditures on additional education for schoolchildren are 4,775 rubles, while only part of this money remains in school, a large share goes to institutions of additional education.
The foregoing allows us to propose an indicator of the functioning of the economy, which can serve as an indicator of the economic security of an educational institution. Let be
Ked \u003d F, u / F6Ts (2)
where Ke / yij is the coefficient of the quality of the functioning of the system according to the presentation of the PDOU in the educational institution.
Based on the step-by-step concept of considering the economic security system, we determine the threshold values \u200b\u200bof Kb / yij:
survival stage: low threshold 02; the average level threshold is 0.4; upper level threshold 0.6;
stabilization stage: initial level 0.7; final level 0.8; stage of innovation: the threshold of the lower level is 1.0; the threshold of the middle level is 1.2; the upper level threshold is unlimited.
Another financial flow, which has been more and more actively discussed lately, is associated with charity (flow No. 3) and the activities of the boards of trustees of educational institutions. An important factor is that in modern Russia, due to objective circumstances, there is an extremely low culture of charity. This leads to ignorance of the basics of charity as a special type of activity and as a result of incorrect actions to attract charitable donations to a general educational institution. Charity is a special type of activity that significantly affects the financial support of the functioning of an educational institution. According to the author's calculations, the average turnover of charitable donations in schools in Moscow is from 500 thousand rubles. up to 1 million per year. First of all, it should be noted that charity is associated not only with cash flows, but also with other resource support. For example, donating computers from donors. In this case, it is necessary to convert to monetary units. In other words, determine the value of what the donor donates and take this into account in this financial flow. It should be noted that in this case the pure financial component is meant, and the social background of charity is not taken into account.
Charity is increasingly abandoning the function of ensuring the survival of individuals in society and is increasingly shifting to the function of helping in the individualization of the disclosure of the individual's ability. This leads to the expansion of ideas and concepts about charity in public life and science. We can say that charity has new functions. We will further highlight two new functions of charity, and call them accordingly: "RISKOLOGICAL" and "INNOVATIVE" functions.
The risk function of charity is aimed at minimizing negative and maximizing positive processes in an educational institution.
The innovative function of charity is aimed at forming and mastering the processes of changing life activities, the system for which the action of assistance (donation) is carried out as efficiently as possible.
To analyze this financial flow from the point of view of its impact on economic security, it is necessary to note the peculiarities of charitable activities in educational institutions, in comparison not only with the peculiarities of charity in general, but also the specificity of attracting donations in institutions of higher and secondary vocational education.
1. A unique feature of charity in an educational institution is that in the overwhelming majority of cases, donors, to one degree or another, are relatives or people closely associated with the educational institution.
2. partial determinism in the formation of the team of benefactors, which consists in a greater regularity in the creation of a contingent of benefactors.
3. the collective nature of the participants in the charitable process.
4. fixed amount of donation.
5. regularity of donations.
Entrepreneurial activity (stream No. 4). In the literature on the economics of education, as a rule, paid educational services and other income from extrabudgetary activities are combined into one group. These funds are regulated by the same laws and regulations that govern the entrepreneurial activities of any organization in the Russian Federation. In addition, the lease of premises of state and municipal educational institutions is associated with the difficulty of obtaining permission for this from the educational authorities.
For many reasons of a psychological, social and economic nature, as well as contradictions in the regulatory framework, this financial flow in modern economic conditions practically tends to zero and has little effect on the level of economic security of a general educational institution. The analysis carried out by the author of the dissertation research has shown that there are a large number of educational organizations that would like and could successfully conduct business in their own business, but this is hindered by both the general atmosphere prevailing in the educational community and the requirements that the state imposes on potential entrepreneurs.
The fifth financial stream was added only in 2005 - this is participation in the national project "Education". Federal spending on the implementation of the national project "Education" in 2008 amounted to 43.425 billion rubles. A total of 15 691 billion rubles were allocated for secondary general education. (including: to stimulate schools that are actively introducing innovative educational programs, to the personal accounts of talented boys and girls - winners and prize-winners of international, All-Russian, regional competitions and olympiads, 10 thousand best teachers, payments of additional monthly monetary remuneration to class teachers, to connecting schools to the Internet, equipping schools with teaching aids and equipment)
The sixth financial stream is associated with the innovative activities of an educational institution. Innovative activity in a general education institution as a source of funding is carried out primarily through one of two channels:
Certain developments are made that participate in the competition and are awarded in one way or another, for example, grants are awarded.
The pedagogical team (innovators) gains certain experience, which is then passed on to other participants in the educational process, for which certain amounts of money are paid. In this case, this cash flow is often correlated not with innovation activity, but with the provision of a PEDI.
There are three goals of innovation in the enterprise (maintenance, expansion, renewal), which are fully applicable to educational institutions. Therefore, it is possible to combine the goals of innovation and the goals of the functioning of the economic security of an educational institution (Table 3.
The availability of data according to Table 3 fully characterizes the relationship between the goals of the functioning of the economic security system and innovation activities carried out in an educational institution.
In turn, the costs of innovative activities should be recouped, i.e. give a financial return. It is this information that characterizes innovation as a source of funding.
Table 3.
The relationship between the goals of the functioning of the economic security system and the innovative activity of an educational institution.
Goals of innovation activity Goals of functioning of economic security systems. Total cost
Target No. 1 Target No. 2 Target LaZ Target No. 4 Target No. 5
Maintain (1) x „X12 X, 3 X J4 X15
Extensions (2) x2, xi x23 x24 x25 IX2j
Updates (3) X31 X32 X "X34 X, 5 £ X3j
Total costs k, £ X k. £ Xk3 2X „4 ZXKs zx KJ
The seventh financial flow is associated with the so-called "shadow money". "Shadow money" refers to financial resources circulating in the shadow economy, or money that was withdrawn in its circulation (intentionally or unknowingly) from the taxable base, despite the fact that they should have been subject to such accounting.
According to research carried out by the State University Higher School of Economics, in 2004, illegal collection of cash in educational institutions (for the entire education system as a whole) amounted to 1% of GDP or 150 billion rubles.13 This is a huge amount of money that, on the one hand, passes taxation. and on the other hand, a lesson is taught in the wrong interaction "citizen-state".
"Shadow money" circulating in the i-th educational institution at the j-th moment (Ftu) can be represented in a formalized form:
Фу \u003d Ф „, у- Фтц + Фti + (± Фчч) (3)
where FGPC - "shadow money" entering the educational institution;
Ftuu - “shadow money” leaving an educational institution;
FShi - "shadow money" invisible to the educational institution;
Ftu - "shadow money", going "in a circle" in an educational institution.
"Shadow money" entering an educational institution (FTLU) is divided into two streams: - "gray" money - not officially registered, but paid to individuals in order to obtain real knowledge (tutoring, payment for additional educational services bypassing the bank, etc.) ) and "black" money - cash collections for incomprehensible "needs of the school" without providing a report on their spending.
"http://education-monitoring.hse.rU/news.html#20060706
"Shadow money" leaving an educational institution (Foi) is money paid in the form of bribes to representatives of inspection bodies and higher organizations. "Shadow money", invisible to the educational institution (F ^) is the "gray" money received by teachers for tutoring for students of other educational institutions. And, finally, the “shadow money” that goes “in a circle” in an educational institution (Ftzu) is funds received in the form of material (charitable assistance) and spent on bribes.
The circulation of uncontrolled and unaccountable funds in school creates many threats to the system of economic security of a general education institution. Based on the formalized record 1, reflecting the level of economic security of a general educational institution, it is necessary to note the negative impact of "shadow" money on the filling rate and diversity of financial flows (FP), since in conditions of unaccountability and uncontrollability, it is impossible to plan the financial activities of an educational institution, which in turn reduces the level of making correct managerial decisions (SD), for an individual in these conditions there is not only a threat to economic security, but also the possibility of incurring criminal and administrative responsibility. So the Ministry of Education has prepared amendments to the Administrative Code and the law "On Education". For violation of the rules for the provision of paid educational services, it is planned to introduce a fine of 20 to 50 thousand rubles. for officials and from 50 to 200 thousand rubles
For legal. To increase the level of economic security of a general educational institution, "shadow" money should be redirected into the financial flow represented by charitable donations and into the financial flow associated with paid additional educational services.
A generalization of all seven sources of funding for educational institutions can be presented as follows.
Фу ^ Ф6ц); (Фуи); (Flu); (Фш]); (Ф „у); (Фи1 | (Ф, у) (4)
where Fu is the total cash receipts to the educational institution in
¡Th moment (for example, January 2009); FVU is a source of funding associated with the budgetary receipts of the institution at the ^ -th moment; FUu is a source of funding associated with the implementation of paid educational services in the ¡-th educational institution in _ | " th moment; Флц - a source of funding associated with the implementation of charitable activities in the ¡-th educational institution at the] -th moment; Ф „Ц - a source of funding associated with entrepreneurial activity in the ¡-th educational institution at the ^ -th moment; Ф„ c - a source of funding associated with the functioning of national projects in relation to the ¡th educational institution at) the moment; Ф „|]
The source of financing arising as a result of innovation (return on the cost of investment projects) in the ¡th educational institution at the) th moment;
Today there are educational institutions that combine the most diverse sources of funding, according to the author, the following combinations are the most interesting for reflecting the problems of economic security in them:
1. General educational institutions fully financed from the state or municipal budget. The economic security threshold of such an educational institution will be the lowest (1).
2. General educational institutions financed from two sources - the budget and additional paid educational services. The threshold of economic security of such a general educational institution will be higher (2).
3. General educational institution financed from the state or municipal budget and entrepreneurial activity. This type of general education
institutions will become widespread in the innovation economy. The economic security threshold of such a general educational institution will be medium (1.5).
4. General education institution funded by the budget and charitable donations. This is rare in its pure form. The threshold of economic security of such a general educational institution will be the same as in the previous case (1.5).
5. An educational institution combining the following sources of funding: receipts from the federal or municipal budget, paid additional educational services, charitable donations, and entrepreneurial activities. We will consider this model as the basic model for financing educational institutions in modern economic conditions, since it provides the maximum level of economic security (3).
Summarizing the material of 2 lava, it can be noted that a number of indicators of the system of economic security of an educational institution require changes, namely:
1. Not only for the economic security of individual educational institutions, but for the entire education system as a whole, an increase in spending on education as a percentage of GDP is required to the level of developed countries (ie, NW, 9% to 5%);
2. It is necessary to increase the average salary of teachers to the amount exceeding the average salary in industry (the ratio is not 0.62 as in 2007, but 2);
3. It is required to attract young personnel to schools in order to reduce the average age of the teaching staff (from 52 years to 40-45);
4. Expanding the range of funding sources and increasing funds received by a general educational institution increases the level of economic security (extra-budgetary funds should be not 5-10%, but at least 30% of all financial receipts);
5. “Shadow money” must be withdrawn into transparent, legal financial flows, in particular, transferred to charitable donations.
In the third chapter "Improving the system of economic security of an educational institution in a rapidly changing economic environment." Contains specific recommendations for improving the functioning of the economic security system in a general educational institution (SEBOU).
The creation and improvement of SEBOU requires an analysis of the personalities associated with the educational process. (EBl) - This person has a certain level of economic security, which must be assessed in the process of analyzing the economic security of an educational institution. In this setting, the economic security of an individual is a component of the economic security of an educational institution.14
A person associated with the educational process acts either as a direct participant in the educational process (teachers, students, administration, etc.), or as individuals indirectly associated with the educational institution (parents and relatives of students, donors, etc.). To consider this duality of personality, the work proposes to use the economic and social categorization of all persons involved in the educational process. The categorization is based on two parameters - income (the amount of monetary units, material and intangible resources, converted into monetary units received by an individual), and the equivalent capital (the amount of monetary units that a person or family (household) can help out from everything they have movable and real estate, including essentials) (Fig. 2).
14 Kondrat I.N. Economic security of production of educational services and its institutional support. St. Petersburg: Publishing House St. Petersburg. State University, 2005.
We will further understand by the economic category of all those economic entities that are limited by the framework (thresholds of economic security) of one cell (cell, level of economic condition, etc.) of the matrix under consideration.
You will notice that the individual categories are easily combined into economic groups. Based on the provisions of the economic security of educational institutions and the purpose of this study, the following associations into groups by the level of economic security can be proposed:
The first level of economic security of persons participating in the educational process - categories with codes 1.1; 1.2; 1.3; 2.1; 2.2. These are individuals (people, families, etc.) who are in any of these categories, as a rule, ps have their own normal housing (they rent a room, a hostel, several relatives live in one small apartment with families, etc.) ).
At best, their income is lower or equal to the cost of living. General educational institutions located in regions where the majority of the population belongs to this category (subsidized regions with a low standard of living and low average salaries of teachers (Ivanovo oblast), relative to other more prosperous regions (Moscow), are at the lowest level of economic security.
The second level of economic security of persons participating in the educational process is the category code; 3.1; 3.2; - persons of this economic group have better living conditions. As a rule, the equivalent capital available to them is inherited, since low and average income in modern Russian economic conditions makes large savings difficult. But at the same time, the amount of capital is not enough to receive income from it.
Extra large * G 5 5.1 5.2 5.5 5.4 5.5
Large * B 4 4.1 4.2 4.3 4.4 4.5
Medium * B 3 3.1 3.2 3.3 M
Small * А 2 2.1 2.2 2.3 hl 25
Super Small 1 1.1 1.2 1.3 M b5
I1 Svfx small 21 small z1 medium 41 large 51 Extra large
Income (HH)
Figure: 2.3.1 Matrix "EQUIVALENT CAPITAL - INCOME" (matrix of material well-being of a benefactor or beneficiary)
Accepted conventions:
I1 - ultra-small amount of income (SM-DH); 21 - small amount of income (M-DH); З1 - average income (S-HH); 41 - large amount of income (SB-DH); 51 is an extra large amount of income.
1 - ultra-small value of equivalent capital (SM-EK); 2 - a small amount of equivalent capital (M-EK); 3 - the average value of the equivalent capital (S-EK); 4 - a large value of the equivalent capital (B-EK); 5 -super-large value of the equivalent capital (V-EC).
* a - the moment of transition of income from very small to small; * b - the moment of transition of income from small to medium state; * at - the moment of transition of income from an average state to a large one; * g - the moment of transition of income from a large state to an extra large one;
* A - the moment of transition of the equivalent capital from an ultra-small state to a small one
* B - the moment of transition of the equivalent capital from a small state to a medium one;
* B - the moment of transition of an equivalent capital from an average state to a large one;
* Г - the moment of transition of the equivalent capital from a large state to an extra large one.
The third level of economic security of persons participating in the educational process is the category code 4.3; 3.3; 2.3. This group of persons is usually divided into two parts in modern literature. The first subgroup - this subgroup includes people who in sociology, as a rule, are characterized as the middle-middle class and the second subgroup is the upper-middle class. The financial position of this category makes it possible to pay for additional educational services, and even more so to be benefactors in favor of education. General educational institutions, whose employees receive wages that ensure their belonging to the middle class and have the ability to attract sufficient additional resources (since the surrounding population has the opportunity to both purchase additional paid educational services and act as benefactors in favor of the educational institution) are at the most optimal the level of economic security.
The fourth level of economic security of persons participating in the general educational process - category code 1.4; 1.5; 2.4; 2.5; 3.4; 3.5 - these are the so-called owners of large and super-large income. These categories of individuals (and, accordingly, families) can increase their equivalent capital. The time spent by people in such categories is very often insignificant. He usually quickly ends up in the sixth category.
The fifth level of economic security of persons participating in the educational process - category code 4.1; 4.2; 5.1; 5.2; 5.3 - Persons of the fifth economic group are individuals endowed, to a certain extent, with mutually exclusive economic characteristics. People with large and super-large equivalent capital have the opportunity to extract income from this capital and very often above average. It's hard to imagine people not doing this.
The sixth level of economic security of persons participating in the educational process - category code 4.4; 4.5; 5.4; 5.5 are rich and very rich people. In sociology, they belong to the upper middle and upper class. Representatives of this category often act as large donors for educational institutions and individuals associated with an educational institution. The most striking example of such activities is the Dynasty charity foundation created in 2001 by Dmitry Borisovich Zimin, the founder of VimpelCom. Dynasty is one of the first private foundations in Russia, whose total budget for programs and projects amounted to $ 5 million in 2007.15
The foregoing allows us to speak about the creation of the conceptual foundations of the system of economic security of a general educational institution (SEBOU), which in turn makes it possible to move to a more detailed presentation of the technology for creating systems of economic security of educational institutions.
In this regard, a general sequence of creating a self-improving system of economic security of an educational institution is proposed (hereinafter the sequence is Fig. 3).
15 Foundation website: http://www.dynastvfdn.com/
BLOCK No. 1. Identification of an educational institution as an object of economic security.
Identification consists in the development of a special, so-called identification code of the system for which it is drawn up. The procedure for compiling such a code involves the execution of several sequential procedures. The first procedure is the assignment of an educational institution to one of the types, depending on the quality of the functioning of the economic security system in it.
The second procedure is the assignment of an educational institution to one of the types, depending on the amount of revenues in it from the budget of the state or municipal bodies relative to the general budget of the organization.
The third procedure is the assignment of an educational institution to one of the types, depending on what is the volume of receipts from additional educational services in relation to the overall budget of the organization.
The fourth procedure is the assignment of an educational institution to one of the types, depending on the amount of proceeds from charitable activities in it relative to the general budget of the organization.
The fifth procedure - the educational institution is assigned to one of the types, depending on the amount of income from entrepreneurial activity in it relative to the overall budget of the organization.
The sixth procedure - an analysis of all personalities (students) participating in the educational process is performed, according to the methodology proposed in the above. Each person is assigned a code according to the matrix in Fig. 2 and then the group to which it belongs is determined.
Seventh procedure - an analysis of all individuals (teaching staff) participating in the educational process is carried out according to the methodology proposed in the sixth procedure.
Each person is assigned a code according to the matrix in Fig. 2 and then the group to which it belongs is determined.
The code obtained as a result of the procedures performed serves as an image for unambiguous identification of an educational institution as an object of economic security and serves as the basis for developing the goals of improving (creating, if necessary) a system of economic security.
BLOCK №2. Formulation of the goals of the economic security of an educational institution.
The codes obtained as a result of the analysis (block 1) are the basis for formulating the goals of the economic security of an educational institution.
eB quality
Identification of an educational institution as an object of economic security
Formulation of the goals of economic security of an educational institution
Development of the concept of the economic security system of an educational institution.
Development of measures to create a self-improving system of economic security of an educational institution
Implementation of the proposed activities
1deficiency
Planned
bathroom change happened
Monitoring (checking) the quality of the implemented plans (measures) and their sufficiency for the functioning of a modern / 6 \\ economic security system in an educational institution, taking into account the stage of the country's economic development
conformity
Checking the change of the identification image about;
educational institution
Systemic charity is not functioning effectively enough
The planned change did not occur
Appeared
positive experience
Exchange of experience in the functioning of the system for ensuring the economic security of an educational institution
Figure H. The general sequence of creating a self-improving system of economic security of an educational institution.
When formulating the goals of economic security of an educational institution, first of all, it is necessary to determine at what stage of economic development it is (survival, stabilization or innovative transformations).
BLOCK №3. Development of a concept for the creation of a self-improving EBOU system.
According to the generally accepted definition, a concept (from the Latin copserio - understanding, system) is a certain way of understanding, interpreting an object, phenomenon, process, the main point of view on the subject, etc., a guiding idea for their systematic coverage. The term “concept” is also used to denote a leading concept, a constructive principle in scientific, artistic, technical, political and other types of activity.
1. The material security of an individual associated with the implementation of the activities of an educational institution should be at a level that ensures the proper eco-
the nomic security of this person. It is necessary that the incomes of the teaching staff correspond to the average income level in the country (today the level of wages in education lags behind the level of wages in industry (0.62%) and is 1.72 to the subsistence level of the working-age population (the subsistence level is taken as 1.0). These indicators indicate that the level of economic security of employees of educational institutions is quite low).
2. The state of the material and technical base of the educational institution and financial resources should ensure its normal functioning (according to statistics, in 2007, 37% of Russian schools required major repairs, 4% were in disrepair. Thus, it can be stated that one third of general education institutions of the Russian Federation have a low level of economic security in this aspect).
3. After analyzing the income of an individual and the material and technical base, it is necessary to assess the level of economic risks and answer the question of how much funding is required for a general educational institution to maintain a high level of economic security. As a rule, budgetary receipts do not cover 100% of the funds required for this task. Therefore, the concept of the EBOU system should form a nomenclature of financial flows (except for receipts from the state), which can and should be attracted by a general educational institution.
4. Based on the identification of a general education institution, the administration must make management decisions aimed at maintaining the economic security of a general education institution at the proper level.
On the basis of the concept, the measures necessary for its implementation are developed. In the context of the transition to an innovative education system, the concept of a system of economic security is necessary for every educational institution.
BLOCK No. 4. Development of measures for the creation of an improving system of EBOU.
The development of measures for the creation of an improving system of EBOU should proceed from the forecasts of the development of each of the organization's funding sources.
BLOCK No. 5. Implementation of the proposed activities.
The implementation of the developed measures should be efficiently implemented. World practice has developed a whole arsenal of techniques for these purposes, some of which will be presented below.
It is necessary to pay attention to the key link in the entire process of introducing a self-improving system of electronic educational institutions into the activities of an educational institution. Those employees who will be engaged in this process must understand that economic security is necessary not only for the sake of socio-psychological effects, but also for the sake of innovative processes in the functioning of an educational institution. At the stage of innovation, the issue of economic security shifts into another plane and is associated with the competitiveness of an educational institution and up to the national education system.
BLOCK № 6. Monitoring (checking) the quality of implemented plans (measures) and their sufficiency for functioning in an educational institution of a modern system of economic security, taking into account the stage of the country's economic development.
Checking the quality of the implemented activities should be carried out according to many indicators (correctness of paperwork, the nomenclature of the PDOU, activities to attract charitable donations, etc.)
BLOCK No. 7. Checking the change of the identification image of the educational institution.
The performed activity naturally affects the nature (numerical expression) of the identification code (block No. 1 of this sequence). As soon as there has been a change in the nature of this code, we can talk about the appearance (creation, development, etc.) in an educational institution of experience in improving the economic security of an educational institution. Therefore, you can go to the last block of the specified dependency.
BLOCK No. 8. Exchange of experience in the functioning of the system ECOU
The existing experience of the functioning of the economic security system of an educational institution, on the one hand, allows (starting from it) to move to a new "round of transformations", and on the other hand, to generalize it with the experience of other educational institutions (organizations). This sequence allows you to have a self-improving system of economic security of an educational institution.
The implementation of the proposed activities (block No. 5) is considered by the author using the example of fundraising technologies generating financial flow No. 3 (Fig. 1) - charity. Fundraising (Fund-raising) is a search or collection of sponsorship funds: for the implementation of socially significant projects, programs and actions; or support of socially significant institutions16. In our case, such an institution is a general educational institution. One of the most common fundraising methods is the private donation method. Collection of private donations is attracting, first of all, individuals (or legal entities) to transfer certain amounts to the benefit of an educational institution.
Fundraising events (organization of charitable activities) include several important events:
Creation of the Board of Trustees of a general education institution;
Development of Charity programs, which formulate the goals of collecting private donations;
Addressing potential donors. There are several groups of potential donors (philanthropists for the benefit of the school): parents, as philanthropists, can donate both in the form of direct money transfers, as a transfer of material values \u200b\u200bor voluntary gratuitous work for an educational institution17 (today this is the largest group of philanthropists in favor of schools (up to 95%); parent-businessmen (their donations can be expressed in addition to the above-mentioned payment of bills and free provision of services); businessmen not associated with an educational institution; graduates of this educational institution. or on websites (the so-called open offer agreement).
Development of various fundraising activities for each group of potential donors. According to the author's observations, the most common fundraising technology in educational institutions today is an oral appeal to potential donors. The low development of the use of various methods of attracting donations will increase this financial resource.
16 Lrp ^ "do ^ enbean.ra / ^ r ^ ay ^ Mm!
Charitable activities on the territory of the Russian Federation are now regulated by the Law "On Charity and Charitable Organizations" dated August 11, 1995 No. 135-F3. The law stipulates the participants in charitable activities and the forms in which charitable donations can be made.
The following fundraising techniques can be used: charity sales, charity auctions, creation of an alumni club, etc. etc.
Fundraising technologies of charity generate financial flows, the movement of which in real practice has its own variants. The cash flow options discussed below are implemented in Russian practice. The author of the dissertation research analyzed the effectiveness of these options from the point of view of the economic security of a general educational institution.
Option 1. Donations go to the personal account of the general education institution in the Treasury. Due to the complexity of working with the treasury and difficulties with self-spending of the funds raised, the level of this option from the point of view of economic security will be the lowest.
Option 2. Creation of a non-profit organization, the main goal of which is financial support of a certain educational institution. The maintenance of such an organization requires material and moral costs. Therefore, the level of economic security is assessed as average.
Option 3. Over the past few years, another option for the movement of charitable donations of a general education institution has appeared. An independent charitable organization (most often in the regulatory form of a charitable foundation-moderator) unites several educational institutions by providing them with services in the form of opening a sub-account on its current account. This option enables the educational institution to independently dispose of the attracted funds and minimizes material and moral costs. Therefore, this variant of the movement of charitable donations is by far the best.
In the conclusion, conclusions and proposals are formulated that follow from the logic and results of the study.
BASIC PUBLICATIONS ON THE THEME OF THE DISSERTATION Works published in the edition recommended by the Higher Attestation Commission of the Russian Federation:
1. Alimova N.K. Analysis of the structure of philanthropists as a basis for developing a model of the economic security of an organization. // University Bulletin. State University of Management. No. 6 (44). M .: 2008. - pp. 173-174.
2. Alimova N.K. Mathematical modeling in the prism of solving problems of economic security I University Bulletin. State University of Management. No. 5 (43). M .: 2008. - p. 159-161.
Articles in other publications
3. Alimova N.K. Attracting additional funds to an educational institution. // Directory of the head of the educational institution. No. 2 2006 -p. 26-35.
4. Alimova N.K. Financial flows of a general educational institution // Materials of the 4th annual international conference of the Faculty of Public Administration of Moscow State University. M.V. Lomonosov (May 24-26, 2006).
5. Kirsanov K.A., Alimova N.K. Charitable activities in an educational institution. // Directory of the head of the educational institution. No. 8. 2007.-p. 18-25.
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Dissertation: content author of dissertation research: Candidate of Economic Sciences, Alimova, Natalia Konstantinovna
INTRODUCTION
Chapter 1 The current state of theoretical-methodological and scientific-methodological support of the economic security of a general education institution.
1.1 Economic security of an educational institution: initial concepts and sources of funding.
1.2 Financing of educational institutions in the light of the concepts of economic security.
1.3 Increasing the level of economic security of educational institutions: from state budget funding to charitable activities.
Chapter 2. Solving the problems of economic security of an educational institution in the conditions of the formation of an innovative economy.
2.1 Budget financing and threats to the formation of an innovative economy.
2.2 The goals of the creation and functioning of the economic security system and their relationship with additional sources of funding for the educational institution.
2.3 "Shadow money" and the problems of their impact on the economic security of an educational institution.
Chapter 3. Improving the system of economic security of an educational institution in a rapidly changing economic environment.
3.1 Assessment of the level of economic security of a person participating in the educational process as the basis for the development of high-quality management decisions in an educational institution.
3.2 Initial provisions of the concept and the general sequence of improving the system of economic security of an educational institution.
3.3 Fundraising technologies as a tool to increase the level of economic security in a general educational institution.
Dissertation: introduction in economics, on the topic "Economic security of an educational institution in the conditions of the formation of an innovative economy"
At present, the system of general secondary education in the Russian Federation includes more than 67 thousand educational institutions, in which 20 million children and adolescents study. General education enrollment in the Russian Federation is one of the highest in the world, accounting for 81% of the population aged 7 to 17 inclusive. The general education system employs 1.7 million teachers, or 2% of Russia's working-age population.1 At present, 277 billion rubles are allocated for education, and it is believed that more than two billion rubles are circulating in the shadow economy. Thus, the economic security of educational institutions is one of the most acute problems of modern social development. The Concept for the modernization of Russian education for the period up to 2010 (Order of the Ministry of Education of Russia No. 393 of February 11, 2002) reads: “.the country must resolve its pressing social and economic problems not by saving on the general education and vocational school, but on the basis of its advanced development, considered as an investment in the future of the country, in which the state and society, enterprises and organizations, citizens - all interested in quality education participate ”.
One of the most important indicators of the economic security of educational institutions is the level of teachers' salaries - the main link in pedagogical technologies. Today, teachers' salaries fluctuate in a very wide range from 5720.6 (Moscow region) to 2721.3 (Saratov region).
However, despite the seeming understanding of the significance of the problem, the level of teachers' salaries remains lower than for those working in production and even more so in trade. Erupted in 2008
1 http://stat.edu.ru the global financial crisis has further exacerbated the problem of economic security of educational institutions.
A detailed analysis of the development of the education system over the past 20 years shows that the bulk of the changes that have occurred in it are directly or indirectly related to the economy, the distribution of cash flows, the fight against financial crises, etc. Thus, it can be stated that the issues of economic security of educational institutions over the last period and until now have been and are dominant in the entire mass of existing problems. At the same time, a number of serious opportunities for increasing the level of economic security of educational institutions are used extremely insufficiently, and when introducing the activities of pedagogical collectives into practice, it is not rational and not professional. A modern educational institution today is a bunch of problems, and often the problems associated with economic security come first. The Russian education system can only become competitive and regain the largely lost leading positions when each educational institution has a system of economic security that functions well at a high level.
The degree of elaboration of the topic. The problem of economic security on a national scale and in relation to a production organization is to a certain extent covered in foreign and domestic literature. At the same time, in the conditions of the formation and reform of the education system in Russia, the problem of the security of an educational institution, due to its specific features, has acquired an independent significance, as well as the development of methods for ensuring the economic security of a person participating in educational processes. But these problems, especially in systemic unity, have not been studied until now, taking into account the changing economic situation in the country. Research in the field of economic security of education is mostly of a declarative nature, and with regard to a general educational institution, given their diversity and specificity, they are generally absent. For example, to date, there is no accurate information on the shadow economy in relation to Russian schools, especially taking into account regional characteristics. It should be borne in mind that today 1.7 million people work in educational institutions, and 20 million children and adolescents study. If we take into account that every child has parents, then the scale of the problem of the economic security of educational institutions becomes clear.
The relevance of this study is determined by the ability to significantly increase the level of economic security of an educational institution in the rapidly changing external and internal conditions. A modern educational institution is funded from a large number of sources. However, to date, the systematization of these sources has not been carried out, their mutual influence has not been revealed, there is no information on how the financial sources of an educational institution are changing from the transformations taking place in the country's economy. The modern economic situation (over the past ten years) has repeatedly changed, from a transitional economy gradually began a transition to an innovative economy (unfortunately, the global financial crisis has made negative adjustments to the transformation that has begun). But any crisis ends sooner or later, and the country will once again return to building an innovative economy, and general educational institutions should play an important role in this. On the one hand, they must educate future citizens of the country who are ready to live in a rapidly changing innovative environment. On the other hand, the schools themselves must become inherently innovative, that is, constantly modernize and diversify their internal environment. However, this is not possible without a well-functioning and constantly improving system of economic security of educational institutions.
All of the above allows us to formulate the problem of this study: increasing the level of economic security of educational institutions, taking into account the ongoing changes in the external and internal economic and social environment.
The object of the research is the system of economic security of a general educational institution that provides complete secondary education, certified by a document (state certificate) in the context of changing priorities of social development. In the text of the dissertation research, the terms "educational institution", "school", "educational institution" will be used in all these cases, unless otherwise specified, the general educational institution is meant.
The subject of the research is the organization of financial flows that ensure the goals of the functioning of an educational institution on the basis of the development of the economic security system.
Dissertation: conclusion on the topic "Economics and management of the national economy: theory of management of economic systems; macroeconomics; economics, organization and management of enterprises, industries, complexes; innovation management; regional economics; logistics; labor economics", Alimova, Natalya Konstantinovna
CONCLUSION.
Summarizing the above, we can state: a) the formulated problem of this study (increasing the level of economic security of educational institutions, taking into account the ongoing changes in the external and internal economic and social environment) has been resolved in the main aspects; b) the hypothesis of the study proposed for study (the higher the level of economic security of a general educational institution, the greater the possibility of the formation of an innovative economy in it) is proved.
The work shows that the conceptual apparatus of the sciences of risks and security, including economic security, both abroad and recently in Russia, began to change conceptually, and this is most clearly manifested in the formation of the theory of economic security associated with educational institutions. The work substantiates that if it were not for the multifaceted and multidimensional activity in the field of economic security that has developed to date, the economic condition of educational institutions would not only have become sharply complicated, but would have led to severe deformations, irreversible in their essence. A modern educational institution cannot exist without economic security. Unfortunately, not everyone understands this, and often in a distorted form. The work forms modern ideas about the process of ensuring economic security as a phenomenon of universal human life support and shows how this phenomenon is refracted in the real practice of the functioning of educational institutions, how it affects each participant in the educational process and the educational institution as a whole. Based on this, the whole structure of the work was built, the logic of presenting the material was formed, new provisions of both scientific and practical nature were proposed.
Approaches to ensuring economic security in an educational institution have changed radically in the last decade. These transformations were due to the fact that a period of evolutionary transition to economic security was required, which in its form and content fit into the norms of the global civilization process. The paper shows that the trends in the development of economic security in Russia, in principle, have approached global trends, and now there is a gradual process of their merging.
Thus, the following conclusions can be drawn: 1. The categorical and conceptual apparatus of the theory of economic security has been clarified, the modern content has been disclosed with a number of terms, in particular, such as “safety of an educational institution”, “economics of education”, “charity”, “shadow money” and "Economic security of an educational institution." "Economics of education" is defined through the idea of \u200b\u200bcultural units (memes), which made it possible to change the conceptual vision of the entire problematics of this area of \u200b\u200bknowledge. The concept of "security of an educational institution" is defined on the basis of ideas about goal-setting and goal-implementing processes in economic security, which made it possible to more clearly identify the nomenclature of indicators of the security of an educational institution in modern economic conditions. The concept of "economic security of an educational institution" was also associated with ideas about goal-setting and goal-implementing processes, which made it possible to systematically approach the problem under study. For the first time in the literature, the concept of “charity” was associated with the conceptual basis of economic security, which made it possible to consider charitable activity in relation to educational institutions at a fundamentally new level and identify global domestic trends in changing the functions of charity and its role in modern society. The concept of "shadow money" is disclosed on the basis of the concept of a dual unity (combination of negative and positive influence of undocumented money flows) of the processes taking place in an educational institution.
2. Formed a set of indicators (parameters) of economic development, which are at the same time multilevel indicators of the economic security of an educational institution.
3. Research on the problems of target settings for the functioning of economic security has been generalized and adapted, and a new target setting has been developed in relation to the activities of educational institutions. At the same time, a complex was formed that summarizes the existing sources of funding, and the possibility of each of them to influence the level of economic security of an educational institution is shown. In total, eight financial sources have been identified:
Budget financing,
Paid educational services,
Charitable donations from individuals and legal entities,
Entrepreneurial activity,
Participation in national projects,
Social assistance and provision of benefits,
Innovative activity,
- "shadow" money.
Each financial source is studied in detail and its impact on the system of economic security of an educational institution is shown. Particular attention is paid to the state financial regulation of the activities of educational institutions. It is substantiated that this source of funding makes it possible for an educational institution to function only in a transitional economy (stage of survival). Therefore, the problems of self-financing are extremely significant, which allow the economy of an educational institution to transform to higher stages of development. In this regard, the sources of funding have been studied to improve the security level of an educational institution.
For example, it has been established that charity is a unique and specific financial flow (systematically complementing other financial flows), which qualitatively changes the economic security of the educational institution in which it (systemic charity) is carried out;
4. Revealed the current level of threats to the shadow economy in educational institutions in terms of the impact on the transformation of the transitive (with the allocation of two independent stages: survival and stabilization) into the country's innovative economy.
5. The main factors influencing the level of economic condition of persons participating in educational processes with their subsequent unification into groups of influence on the economic security of an educational institution have been determined.
7. The possibility of adaptation to the modern domestic reality of fundraising technologies as one of the factors that makes it possible to increase the level of economic security in a general educational institution is considered. It is proposed to use fundraising technologies more widely, extending them to the interaction of an educational institution and parents, businessmen, graduates, government agencies responsible for the development of education.
1The article opens a series of publications with the general title "Economic Security of Higher Education". The issues related to the systems of economic security of economic entities of various hierarchical levels and their interaction are considered. The definition of the concept "economic security of higher education" is given. The work shows that the economic security of higher professional education includes various aspects, which together determine its essence. Among them: students (demography, USE, employment, quality of education, organizations' need for specialists); teachers (competence, salary, career growth, age composition); science and innovation (R&D volumes, relationship with research centers, international cooperation, publication activity, intellectual property); networking and mobility; infrastructure and finance; economic and structural efficiency. The main challenges and threats to the higher education system in modern conditions are considered.
economic security system
indicators of economic security
threshold values
challenges and threats
external and internal factors
higher education
1. Gokhberg L.M., Kitova G.V., Kuznetsova T.A. Strategy of integration processes in the field of science and education // Problems of Economics. - 2008. - No. 7. - P. 112–128.
2. Dmitriev S.M., Shiryaev M.V., Mityakov S.N. Economic security of a technical university: analysis of the dynamics of indicators on the example of N.N. R.E. Alekseeva // Higher education in Russia. - 2014. - No. 4. - P. 48–56.
3. Dmitriev S.M., Shiryaev M.V., Mityakov S.N. Economic security of a technical university: conceptual foundations // Higher education in Russia. - 2014. - No. 2. - P. 59–66.
4. Dmitriev S.M., Shiryaev M.V., Mityakov S.N. Economic security of a technical university: a system of indicators // Higher education in Russia. - 2014. - No. 3. - P. 11–20.
5. Kapitsa S.A. Synergetics and future forecasts. - M .: Nauka, 2001.
6. Lapaev D.N., Mityakov E.S. Methodology for multicriteria assessment of the economic security of Russian regions (on the example of the Volga Federal District) // Economics, Statistics and Informatics // Vestnik UMO. - 2013. - No. 4. - P. 151–154.
7. Mityakov S.N., Mityakov E.S., Romanova N.A. Economic security of the regions of the Volga Federal District // Economy of the region. - 2013. - No. 3 (35). - S. 81–91.
8. Pletnev K.I., Shlenov Yu.V. Higher school of Russia and innovative development of the national economy // Innovatsi. - 2008 and. - No. 1. - P. 85–89.
9. Development of human capital in order to integrate university science into the national innovation system: monograph / S.N. Mityakov, M.V. Shiryaev, N.N. Yakovleva; Nizhny Novgorod. state those. un-t. them. R.E. Alekseeva. - N. Novgorod, 2013 .-- 127 p.
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Currently, a situation has developed in the country when challenges and threats in most areas of activity are sharply increasing. The number of natural and man-made disasters is growing. The long-term ties between individual regions and industries are being reviewed. The process of "capital flight" abroad continues. The sanctions announced by the US and EU countries against Russia are causing significant damage to the country's economy. The significant (in a number of industries - almost complete) dependence of the domestic economy on imported goods makes it very vulnerable, especially in conditions of political instability. At the same time, it is practically impossible to solve the problem of import substitution in a short period of time. The objectively inertial process of restructuring production systems is aggravated by the presence of problems of ineffective management and a lack of qualified personnel. The loss of scientific schools, the decline in the prestige of the professions of a scientist and a teacher further exacerbate the existing threats. In this regard, it seems appropriate to us to consider these problems from the standpoint of economic security.
Currently, the term "economic security" is applied to various economic systems and business entities. The most fully developed theory of economic security at the macroeconomic level. In the works of V.K. Senchagov developed the methodology and tools for analyzing the economic security of Russia based on the indicative system. The scientific literature also describes developments devoted to the analysis of economic security of business entities at the meso and micro levels. Thus, the system of indicators of the economic security of regions and its approbation on the example of the Volga Federal District is presented. A system of indicators is proposed that reflects the impact of innovative transformations on the economic security of the country and the region. The works provide conceptual foundations and an indicative system of economic security of technical universities.
In fig. 1 shows a diagram of the interaction of economic security systems of various economic levels in general (a) and in relation to a technical university and higher education (b).
The economic security of higher professional education can be considered both as a component of the general system of economic security of the country, and as an independent system interacting with other systems. From the general methodological positions used in the analysis of the economic security of various systems, let us consider the economic security of the higher education system in Russia as a specific branch of the economy.
The system of higher education, along with other sectors of the economy, is currently in conditions of constantly increasing and increasing challenges and threats. In this regard, it becomes expedient to consider this system as an important component of Russia's economic security, on the one hand, as well as to introduce the concept of economic security of the education system itself and consider its features, on the other.
Figure: 2 demonstrates the change in the number of students in educational institutions of HPE and SVE over the past ten years. Different meanings and signs of changes indicate a strong differentiation of regions in the field of training personnel for the country's innovative economy.
One of the important competitive advantages of our country is human capital, the formation and development of which has received considerable attention from the country's leadership in recent years. According to many scientists, a special stake in the innovative development of the Russian economy should be placed on higher education. For the period 2000–2014 the number of personnel engaged in research and development in Russia decreased by more than 18%. At the same time, despite the general decrease in the number of researchers, their growth is observed in the higher education system. Thus, the center of scientific research is transferred to universities. Universities should become a link between science and production, transferring ideas and technologies, on the one hand, and conducting effective training of highly qualified specialists for the country's economy, on the other. This two-pronged task should predetermine the success of the modernization of the Russian economy and the strategy of import substitution of high-tech goods.
Figure: 1. Interaction of economic security systems of various levels
Figure: 2. Change in the number of students in educational institutions of higher professional education and vocational education over the past ten years,%
The above considerations determined the author's approach to defining the concept of economic security of higher education, as well as its main components. Let us define the economic security of higher education as such a state of the economic, scientific, technological and personnel potential of higher education, which ensures: guaranteed protection of the interests of educational organizations, their employees and students, effective development of higher education even under unfavorable conditions of the impact of internal and external factors.
The economic security of higher education includes the following aspects, which in their totality determine its essence:
Students (demography, USE, employment, quality of education, the need of organizations for specialists, the relationship between the main job and the profession among graduates);
Teachers (competence, salary, career growth, age composition);
Science and innovation (R&D volumes, relationship with research centers, industry, international cooperation, publication activity, intellectual property, etc.);
Networking and mobility (commitment of the education system to modernization within the Bologna process, taking into account Russian specifics);
Infrastructure and finance (industrial and residential premises, modern laboratories and equipment, information resources, financial sustainability);
Resource stability (dynamics of material, financial, human and other resources of the HPE system from the standpoint of economic security);
Economic and structural efficiency (structure of management of higher education, assistance in the development of the legislative base of educational and scientific activities, public-private partnerships and institutions for support of higher education, efficient allocation of financial resources, ensuring interaction with primary, general, secondary specialized and postgraduate education, optimization of the structure of training specialists taking into account the needs of the country's economy).
Let us consider further the main challenges and threats to the economic security of the higher education system. The Bologna process has an ambiguous impact on the higher education system. Today it has become obvious that the introduction of the Bologna system without taking into account the Russian specifics has an ambiguous effect on the development of the education system in Russia. Thus, the undergraduate system was introduced in many respects on the American model, where the undergraduate program assumes general, non-specialized education and, in fact, eliminates the gaps in the school. This is an incomplete higher education. This is how the employer perceives graduates with a bachelor's degree. Unfortunately, due to the loss of the reputation of the professions of a scientist and teacher, the majority of young specialists who have completed their postgraduate studies do not stay in universities and research organizations, but find a much higher-paying job in banks or business structures. Over the past ten years, the proportion of faculty participating in scientific research has more than halved. Currently, no more than 16% of teachers are engaged in scientific work in Russian universities.
If in terms of the organization of three-level higher education our country still fits into the framework of the Bologna Declaration, then in terms of the organization of academic mobility, the issuance of international diplomas, the development of individual trajectories of education, our success is much more modest. The main limiting factor here is the lack of financial resources, which forces universities to optimize curricula, de facto depriving students of the opportunity to choose disciplines. Academic mobility in our country is taken into account mainly in the form of standards for the admission of foreign students, which to a certain extent creates additional problems for the university. As for the academic exchange, the expansion of international relations, these issues are not being resolved effectively enough due to the recent geopolitical situation, the imposition of sanctions against Russia.
In the new state educational standards, instead of a qualification model, a competency-based model is used, which presupposes possession of certain competencies, that is, the ability and willingness to apply knowledge and skills in solving professional problems in various fields, to be flexible in changing market conditions. The competence model is a description of what set of competencies a graduate of a university should have. The reorientation of the education system, giving it a pragmatic orientation inevitably leads to the loss of the fundamental component of knowledge, in which our universities were significantly ahead of Western ones. Although the Unified State Exam also has positive aspects, it almost completely excludes creativity, it teaches students not even to reproduce knowledge, but to memorize specific tests.
The impact of economic and political crises on the economic security of the higher education system is manifested in a decrease in budgetary financing of universities, a decrease in the real disposable income of their potential clients, as well as a decrease in demand from industry for a number of areas of personnel training. Funds allocated by the state to finance higher education are not always effectively spent. The salaries of university workers remain very low, which hinders the solution of the issues of retaining scientific personnel.
Internal threats to the economic security of the higher education system are its inability for self-preservation and self-development, the weakness of the innovative principle in development, the inefficiency of the system of state regulation of the economy, the inability to find a reasonable balance of interests while overcoming contradictions and social conflicts in order to find the most painless ways of society development. The growing availability of publicly funded higher education is a serious threat, as the number of young people aged 17 has almost halved over the past decade. Another demographic problem is the decline in the proportion of teachers of the most active “middle” age (30–49 years). This causes the effect of a “generation gap”, constituting a threat to continuity, both in scientific research and in the methodology of teaching disciplines. One of the consequences of the aging of the teaching staff is the lag of the level of knowledge of teachers from modern requirements.
Thus, this paper provides the conceptual foundations of the economic security of the higher education system. Further development of research was reduced to the choice of indicators of economic security and justification of their threshold values.
Reviewers:
Permichev NF, Doctor of Economics, Professor, Head of the Department of Innovative Management, Federal State Budgetary Educational Institution of Higher Professional Education "Nizhny Novgorod State University of Architecture and Civil Engineering", Nizhny Novgorod;
Kuznetsov VP, Doctor of Economics, Professor, Head of the Department of Enterprise Economics, Nizhny Novgorod State Pedagogical University named after Kozma Minin, Nizhny Novgorod.
Today the problem of economic security is one of the most urgent. This is the basis not only for the revival of our country, but also for its existence as a whole. A huge drawback that prevents Russia from occupying the first positions in the world arena is lagging behind leaders in international relations. In order to bridge this gap, it is necessary to think through the exact strategy.
One of the main aspects of improving economic security is the level of education. The fact is that no matter how huge the investment in the technological base, one should not expect much success without proper investment in human capital. After all, it is people who will work on the new equipment.
They will drive the full power of the production process.
It's no secret that human capital is science, education, healthcare and culture. These are the parts that are capable of ensuring national security.
I would like to draw your attention to the statistics developed by American experts. The essence of their research was to show the role of investment in a person. In the United States, the average rate of return on higher education is in the range of 8-12%, while in Russia it is only 4%. Also, experts were able to prove that even in the absence of natural resources, a country can be economically powerful if it takes care of the education of young people, for example, Japan and Taiwan. Their research led to the realization that investing in human capital is much more profitable than any other.
Of course, Russia is a strong country, where human capital matches countries such as Great Britain, Sweden, Germany, France. This is determined by the fact that more than 25% of people working in the field of economics have higher education. But this should not be a consolation to us. Our country has many problems to deal with. Firstly, this is a decline in the quality of education, both in schools and in higher educational institutions. Secondly, at the moment we do not have institutions that would stimulate and teach people to create something new, to keep pace with progress.
Due to insufficient funding in the late XIX - early XX centuries. our country is inferior to countries leaders. Also, the reasons for such trends can be called the lack of modern personnel and high-quality models of educational process management.
I believe that if our country begins to relate to education in a new way, then with the help of human potential, technological base and natural resources, we will be able to firmly take our place among the leaders and become an example for other states that are just starting to take the path of improvement.
As a manuscript
Pugach Valentin Nikolaevich
Interaction between the quality of education and the economic security of the university
Specialty: 08.00.05 -
Economy and management of the national economy
(research area: Economic security )
dissertation for a scientific degree
candidate of economic sciences
Moscow - 2009
The work was performed at the Department of Economics and Entrepreneurship of the Institute of Economics of the Moscow Academy of Economics and Law
Supervisor:
Buyanov Vladimir Petrovich
Official opponents: Doctor of Economics, Professor
Kuznetsov Yuri Alexandrovich
PhD in Economics, Professor
Ivanova Vera Alexandrovna
Lead organization: GOU VPO State University of Management
The defense will take place on January 21, 2010 at 6 pm at a meeting of the Dissertation Council D 521.023.01 at the Moscow Academy of Economics and Law at the address: 117105, Moscow, Varshavskoe shosse, 23.
The dissertation can be found in the library of the Moscow Academy of Economics and Law. The announcement of the defense and the abstract of the thesis are posted on the website http://www.mael.ru January 21, 2010
Scientific Secretary
dissertation council
candidate of economic sciences, associate professor
O. A. Ernst
I. GENERAL CHARACTERISTICS OF WORK
The system of higher education unites 755 state and 674 non-state universities, in which 7.7 million people study. After a relative decline in the mid-90s, the number of students is growing every year. In 2007, the number of students per thousand of the population was 71, which is higher than the corresponding indicator in the United States of 59 per thousand of the population. Russian universities train specialists in more than 350 specialties.
The teaching staff of state universities includes 265 thousand people, of which 153 thousand people are highly qualified specialists (candidates and doctors of science). More than 42 thousand teachers are employed in non-state universities.
At present, the economy and society sets before all educational institutions the task of ensuring the proper level of education quality for all students without exception, regardless of the specialty they receive. This becomes a necessary requirement in the context of the intellectualization of labor and the increasing role of human capital. On the other hand, any university has supported, supports and will maintain a sufficient level of economic security, because without this it is impossible to achieve the required quality of education. Unfortunately, quite often the economic security of an educational institution and the quality of education coexist as autonomous systems, which is unacceptable in the conditions of the formation of the country's innovative economy.
The Concept for the modernization of Russian education for the period up to 2010 (Order of the Ministry of Education of Russia No. 393 of 11.02.2002) reads: “... the country must resolve its pressing social and economic problems not by saving on the general education and vocational school, but on the basis of its advanced development, viewed as an investment in the future of the country, in which the state and society, enterprises and organizations, citizens participate - everyone is interested in quality education. "
The unstable processes taking place in the education system over the past 20 years have led to the need to make a detailed analysis of the impact of the level of education quality on the economic security of an educational institution, on the one hand, and the impact of the desire to improve the level of economic security of an educational institution on the quality of education, on the other hand.
Both "quality" and "economic security" are complex semantic categories. In addition, quality is a complex, multifaceted concept that is used in almost all areas of activity and is influenced by various factors of the external and internal environment. The interrelation and mutual influence of these categories in the modern educational system in the context of the transition to an innovative economy are of great scientific interest.
Relevance of the topic of dissertation research due to the following main circumstances:
firstly, the need for scientific understanding of the role and place of the quality of education in the formation of the system of economic security of the university. This largely determines the possibilities for a progressive and intensive diversification of higher education in the country in the context of the transition to high technology production and the development of an innovative economy;
secondly, the scientific and practical significance of research substantiating promising directions for the formation of a quality education system as the main factor in the economic security of a higher educational institution. The transformation of a transitional economy into an innovative economy is possible only under the condition of a sharp change in the level of quality of education, with a simultaneous increase in the level of economic security of universities;
thirdly, the insufficient theoretical and methodological development of the foundations of the relationship and mutual influence of the quality of education and the economic security of a higher educational institution, which serve as the basis for filling this problem with effective legal, organizational and economic fundamental provisions, necessary forms, methods and mechanisms.
The degree of scientific elaboration of the topic. Currently, much attention is paid to the quality of education. Publication activity on this issue is growing by 3-5.5% annually. An increasing number of journals, one way or another, cover the issues of the quality of education. Literary analysis shows that the issues of economic security on a national scale and in relation to the production organization are widely covered in foreign and domestic literature. At the same time, in the conditions of the formation and reform of the education system (from the 90s to the present) in Russia, the problem of the security of an educational institution, due to its specific features, has acquired in many cases an independent significance. The problems of the quality of education and the economic security of an educational institution, especially in the systemic unity, have not yet been extensively studied. Such scientists as: Abalkin L.I., Bryzgalin A.I., Kolosov A.V., Yakovets Yu.V., E. Balatsky, Korotkov E.M. V. A. Fedorov, E. D. Kolegova, D. Sh. Matros, D. M. Polev, N. N. Melnikova, M. M. Potashnik, V. A. Trainev, S. S. Mkrtchyan, A. Ya.Savelyev, A. A. Shatalov, V. V. Afanasyev, I. V. Afanasyeva, I. N. Kondrat, V. L. Perminov, E. M. Skarzhinskaya, V. V. Chekmarev and others, as well as foreign researchers, in particular such as Ansoff I., Brailey R., Brigham J., Van Horn J., Wilson K., Gapensky L., Drucker P., M. Ince, etc.
In the works of these authors, the fundamental provisions are formulated and substantiated and the necessary concepts are given that reveal the essence of the categories of general economic theory, the economics of education, the economic security of organizations, the economic security of education and the quality of education, a terminological apparatus has been developed and the initial scientific provisions are presented that made it possible to carry out the research at the required scientific and practical level.
The purpose and objectives of the study.
The purpose of the dissertation research is to identify systemic relationships and synergistic mutual influence of the quality of education in a given university and the level of economic security of an educational institution, taking into account the influence of exogenous economic conditions on them.
In accordance with the purpose of the study, the following tasks:
1) clarify and expand the main deficiencies of the theory of education, in particular: quality, education, quality of education, economic security of the university;
2) find out the change in the quality of education depending on the stage of economic development;
3) to produce a typology of universities as a basis for assessing the level of quality of education, which makes it possible to identify the interdependence and mutual influence with the economic security of a higher educational institution;
5) propose a system of indicators to assess the quality of education at various stages of economic development;
6) identify, systematize, analyze the sources of financing of the university, the completeness of which ensures the economic security of the educational institution and show their differences from the sources of financing of foreign universities;
7) formulate a number of measures to overcome the threats of corruption in higher education institutions.
Research subjectare the problems of interaction between the quality of education and the economic security of the university at different stages of the development of the Russian economy.
Research object is an educational institution that provides higher professional education, certified by a state diploma and in which mechanisms are used or created to ensure an appropriate relationship between the quality of education and the level of economic security.
Scientific hypothesis of workis the assumption that the degree of interaction between the quality of education and the level of economic security of the university depends on the stage of economic development.
Theoretical, methodological and empirical base The research has drawn up modern conceptual constructions and systems of scientific views on the development of the educational sphere, the quality of education, in terms of the independent functioning of educational institutions, developed, first of all, by the scientific schools of the USSR and then Russia, and economic security with its new innovative concepts. In the process of the study, the approaches of system analysis, factor analysis, prognostics, classification were used, as well as traditional methods of scientific knowledge - comparison, schematization, generalization, logical construction, etc. The study implements statistical methods of processing the obtained array of numerical data using techniques, adapted to the tasks being solved. In some cases, the quantitative analysis was carried out on the basis of the formulas proposed in the study, which made it possible to estimate the required parameters with a certain accuracy sufficient for work. The empirical basis of the study was the concept and state strategy of economic security of the Russian Federation, the laws of the Russian Federation, Decrees of the President of Russia, decrees and orders of the Government of Russia, analytical materials of the Federal Statistics Service, the Ministry of Education and Science of the Russian Federation, the Ministry of Finance of the Russian Federation, etc. periodicals, scientific and practical conferences and seminars, the Internet, statistical data of state and non-state bodies, reports of the activities of charitable foundations, schools and similar organizations of the Russian Federation, as well as the results of independent observations of the author.
Provisions for Defense:
1) clarified definitions of the concepts: "quality of education"; "Economic security of the University";
2) it is shown that the interaction between the quality of education and the economic security of the university during the period of radical transformations of the Russian economy has undergone a number of transformations from an almost complete lack of interaction in the early 90s to the transition to a state where the quality of education becomes a factor in the economic security of a higher educational institution;
3) a typology of universities is proposed (with the allocation of three types: educational, research and search, innovation and environment-forming), which allows the formation and functioning of the system of economic security of the university at a higher, systemically formed level and, thanks to this, purposefully influence the quality of education in modern rapidly changing socio-political conditions;
5) a more complex form of assessing the activities of a higher educational institution has been developed, based on the allocation of three blocks, which include - an analysis of the current state of the university, the short and long term prospects of its development.
Scientific novelty dissertation research is to comprehend, at a more perfect theoretical and practical level, the problems of interaction between the quality of education and the economic security of a higher educational institution, depending on the stage of economic development and the type of university.
The specific elements of novelty are as follows:
1) clarified a number of definitions, in particular, for such concepts as "quality of education" and "economic security of the university";
2) it was found that the interaction of economic security and the quality of education manifests itself in different ways, in accordance with the stage of development of the Russian economy - the transformation of the transitional economy (with the allocation of three independent stages: survival, stabilization and recovery) into the country's innovative economy;
3) typologization of universities was carried out, implying their division into three categories: 1 category - the university as an educational system, category 2 - the university as a research system, category 3 - the university as an innovative system, which is the basis for assessing the level of education quality, which makes it possible to identify the interdependence and mutual influence with the economic security of a higher educational institution;
4) an analysis of various types of interaction between economic security and the quality of education of a higher educational institution was made;
6) identified, systematized, analyzed the sources of funding of the university, the completeness of which ensures the economic security of the educational institution and shows their differences from the sources of funding of foreign universities.
7) a number of measures have been proposed to overcome the threats of corruption in higher education institutions.
The theoretical significance of the studylies in the fact that the scientific results obtained allow at a higher level to carry out the formation of interaction and mutual influence of the quality of education and the system of economic security of the University.
The dissertation research using economic categories (new and adapted to changed conditions) reveals and supplements theoretical provisions for solving the problems of interaction and mutual influence of the quality of education and the system of economic security of the university. The results of the work can be the basis for the preparation of teaching materials and courses of lectures in the following disciplines: quality of education, economics of education, economic security of education, economic security of an educational institution for specialties: organization management, economic security, etc., as well as for further scientific research.
The practical significance of the work consists in using the research results as a mechanism for developing recommendations for organizing and improving the interaction and mutual influence of the quality of education and the system of economic security of the university.
The analysis carried out in the study, the results and conclusions obtained were brought to the level of specific scientifically based recommendations, which were repeatedly presented to the general public, which made it possible to improve the activities of a number of universities and state institutions involved in the management and regulation of higher professional education.
The Ministry of Education and Science of the Russian Federation in developing a concept and strategy for ensuring the economic security of education and forming a strategy and tactics for the development of the education economy;
Various regional and territorial management bodies of educational institutions (Moscow Department of Education, district education departments, etc.) in the development of concepts, strategies and plans (both current and long-term) for the activities of subordinate organizations;
Administration of educational institutions, in which a system of economic security is formed, interconnected with the quality of education;
Scientists who study the development of the educational sphere, both at the country level (macro level) and at the level of educational institutions (micro level).
Compliance of the thesis with the passport of the scientific specialty.
Research area of \u200b\u200bwork is within the framework of clause 11.10 Mechanisms and tools for creating an effective system of economic security of the specialty 08.00.05 - Economics and management of the national economy (11. Economic security). Passports of the specialty VAK (economic sciences).
Approbation of work and implementation of research results. The main provisions of the dissertation research were reported and discussed at the All-Russian Scientific Conference "Audiovisual Means of Education" (October 13-14, 2009), at an expanded meeting of the Scientific and Technical Council of the Russian New University, at the Academic Council of the Moscow Financial and Industrial Academy, at a meeting on quality Strategic Development Department of the Scientific Research Institute of the Technical University (MISiS). In addition, the results of the study, the conclusions, provisions and recommendations based on them were tested in working groups on the development of assessment indicators of the quality of the activities of universities to determine the type of institution of higher education, in the Federal Service for Supervision in Science and Education.
Publications... The main theoretical provisions and results of the dissertation research are reflected in 5 scientific articles, the volume of which amounted to 4.7 printed sheets.
Dissertation structure built in accordance with its general idea and logic of research. The work consists of a table of contents, an introduction, three chapters, including nine paragraphs, a conclusion containing brief conclusions and proposals, a bibliographic list of used literature. The total volume of the thesis is 172 pages, 12 tables and 28 figures. The list of used sources includes 213 items.
II. MAIN CONTENT OF WORK
In administered gives a general description of the work on the following parameters: relevance of the study; the degree of elaboration of the problem; purpose, object and subject of research; theoretical and methodological basis; factual and statistical base of the research; scientific hypothesis, scientific novelty; theoretical and practical significance; approbation of research results.
IN first chapter– "The current state of solving the problems of interaction between the quality of education and the economic security of the university" reveals the difficulties of defining the concept of "quality of education", the development of views on the economic security of an educational institution and modern methods of assessing the quality of education.
Literary analysis shows that the concept of "quality of education" is interpreted ambiguously and in monosyllables. The author has defined this concept on the basis of general and systemological analysis. Initially, seven different concepts of quality were selected and it was found that this concept is interpreted in two ways:
- Quality is viewed as a philosophical category. In this case, quality is seen as something that makes one object different from another. In this sense, the concept of "quality" is difficult to apply to educational activities.
- Quality is a set of properties of something, in this case education, and these properties must satisfy certain needs of someone. In this interpretation, “quality” will be used in combination with the concept of “education”.
In addition to the general analysis of the concept of "quality", a systematic analysis was carried out. In this case, the concept of "quality" is considered as a specific system. As a first approximation, the following approaches to the definition of “quality” can be distinguished:
Standard (in this case it is considered that there is a certain system with the best quality. It is called a standard, basic, normative, etc. It is necessary to be equal to the standard system and strive for it);
Extrapolation (in this case, it is believed that it is possible to find a system development trend and extrapolate (extend) to the future);
The same name (in this case, it is considered that it is possible to develop (create, offer, etc.) such an indicator of the quality of education, which will cover all particular indicators).
Analysis of the concept of "education" made it possible to clarify the following: the concept of "education", just like the concept of "quality", has two fundamentally different interpretations: education is a process; education is a branch of the economy. Obviously, the quality of education as a process and the quality of education as a sector of the economy will carry completely different meanings.
The literary review showed that today in the scientific circulation two combinations of the concept of "quality" and the concept of "education" are most acceptable for analysis:
1. the quality of education is a set of properties of the process of education and training, which must satisfy certain needs of a person, society, and the state.
2. the quality of education is a set of properties of a branch of the economy, uniting institutions and enterprises engaged in teaching, education, transfer of knowledge, the release of educational literature, training of teaching personnel.
The normative acts of education authorities do not contain a precise definition of the concept of “quality of education”. The law "On Education" only says that the quality of training of graduates of an educational institution must comply with the requirements of state educational standards.
Transferred, accepted and used by the university, the student and the employer. " Each meme, in this case, has a price - in order to convey, perceive and use it, costs and efforts are needed, which gives a social, economic and creative (generating new memes) effect.
The proposed evaluative characteristics make it possible to define the concept of “quality of education” - a set of systemically formed memes that allow its bearer to perform certain functions.
According to the author of the dissertation research, the current situation requires the study of the problems of the quality of education in a complex, i.e. analyze the quality of education both as a process of teaching and upbringing, and as a branch of the economy. This is primarily due to the growth of the non-state sector in education (Fig. 1), as well as an increase in the number of students studying on a full cost recovery basis (from 850,959 people in 2000 to 3,388,214 people in 2008). These factors make education an industry subject to market mechanisms. In these conditions, the quality of education becomes one of the main conditions for the competitiveness of the Russian education system on a global scale, as well as in the struggle for a student between various educational institutions within the country. Competition between universities today is exacerbated by a complex demographic situation. Thus, the number of schoolchildren decreased from 21,567 thousand. in 1995 up to 14 362 thousand people. in 2006, while the number of students is growing (from 2 791 thousand people in 2000 and 7 769 thousand people in 2008).
According to the author of the dissertation research, the quality of education should be considered from the point of view of a systematic approach, i.e. as the quality of a system of various elements. There are two approaches to this:
first approach - in this case, the quality of each element of the education system is considered separately. This approach is used, to a certain extent, by E.M. Korotkov. The advantages of this approach are that education is saturated with elements that are difficult to formalize, and, as a consequence, difficulties arise when trying to evaluate them using qualimetric methods (theoretical problems of qualimetric methods for assessing quality, in particular assessing the quality of education, are beyond the scope of this study);
second approach - assessment of the quality of education in the complex of the entire system as a whole. As can be seen from the literature analysis, this approach is used in a limited way and the quality of education, as a rule, means only the quality of individual elements of the education system. It seems possible to consider that the assessment of the quality of education of a particular university as a whole is the procedures of state accreditation and licensing of the university.
The economic security of an educational institution depends on a large number of aspects. The study has identified three main aspects: first - resource provision of an educational institution; the second is the economic security of a person associated with an educational institution; and the third - making management decisions in the field of economic security for this educational institution. The proposed aspects allow us to make the following formalized record:
EBoU \u003d f (FP; EBL; UR) (1)
where eBow is the security level of the educational institution. FP - financial flows passing through an educational institution, EBL - economic security of an individual and SD - management decisions.
During the literary analysis, the author of the dissertation research failed to identify works on the interaction between the quality of education and economic security. Modern practice shows that the quality of education and the economic aspects of educational activities are considered as directly interrelated in a comprehensive assessment of the activities of universities, carried out during the certification of an educational institution of higher professional education. A modern Russian university, in order to confirm its right to educational activities and a decent level of education quality, must go through the following procedures: licensing, accreditation and certification of teaching staff. All these activities involve a comprehensive assessment of the university's activities.
The analysis of the indicators used in the complex assessment of the university indicates that the financial support of the educational institution and the material and technical base are one of the most important conditions for the implementation of educational programs, but at the same time they are subordinate. Thus, it can be noted that in modern practice, the leading tasks for the university are the tasks of ensuring the quality of education, for which it is necessary to adequately fill various sources of funding for the university. According to the author of the dissertation research, the concepts of "financial support" and "material and technical base" are narrower than the concept of "economic security" and can be positioned as elements of the system of economic security of a higher educational institution. This requires an understanding of the theoretical foundations of interaction and mutual influence of the quality of education and economic security.
Taking into account the objectives of the research, we can give the following definition of "economic security of the university" - this is a state that allows to provide quality education and provide the university with the opportunity to compete in a rapidly changing economic and social environment.
In second chapter - "Improving the theory of interaction between the quality of education and the economic security of the university" the issues of the influence of economic development on the level of education quality are analyzed, the author's typology of Russian universities is proposed and the relationship between the quality of education and the economic security of an educational institution is considered.
The dynamics of Russia's GDP during the period under study changed abruptly several times. First of all, in the early 90s, there was a sharp decline in GDP - a falling economy. From about 1994 to 1995-96 there was a change in the intensity of the fall in GDP with a gradual plateau - the economy of stabilization. From 1995-96 on August 17, 1998 there was a rise in the change in GDP - the economy of return. From August 17, 1998 to 2000, the cycle of falling stabilization and growth was repeated again. The goals and objectives of the study do not include the analysis of the causes of these economic cataclysms.
An economy of this nature will be further referred to as a transitional economy (Fig. 1). At the present time, if it is possible to avoid the second wave of the crisis, it can be stated with a certain degree of confidence that the Russian economy will develop in the direction of strengthening innovative elements. At each of the listed stages of economic changes in the country and in economic sectors, the problems of interaction between the quality of education and economic security were solved in different ways, as described in more detail in Chapter 3.
At the present stage of economic development, qualitatively different requirements began to be imposed on the education system, which was expressed in a change in the requirement for the quality of education.
In general, the quality of education is a function of three components:
KO \u003d f (KSun; TONS; TOIT) (2)
Where KO is a high-quality education of a specialist, in relation to the higher education system; TOSun - the quality of the internal environment of the university, that is, the educational system that is offered to the student, and in which he lives for a certain time; TONS - the quality of the environment outside the university, in which the student lives and which in one way or another affects the quality of his education in general; TOIT - the quality of the intellectual work of the student and educator.
TOSun can be characterized using a common set of various indicators reflecting the activities of the university.
TONS connected with the fact that students receive certain knowledge outside the university. For example, through the media, through communication with other people, etc. It is especially necessary to dwell on the widespread computerization of the population and a sharp change in the communication processes of the environment outside the university.
Each organization in the modern sphere of production and provision of services has its own characteristics, this requires the introduction of typologies of organizations, in particular, the typology of universities. Education as a social institution took shape, according to modern researchers, as early as 5 thousand BC, and was caused by the need to transfer and preserve accumulated knowledge.
The modern Russian typology of universities, approved by regulatory documents, assumes a division into types: institutes, academies, universities. Today in the Russian Federation there are 227 academies (of which 195 are state), 597 institutes (of which 188 are state), 372 universities (361 of which are state).
According to the author of the dissertation research, the modern development of the Russian education system requires the introduction of a broader typology of universities, allowing to focus on the ongoing changes, both in the country's economy and in the world education system. The typology of universities proposed below is entirely based on the existing typology and its main goal is to universalize the assessment of the quality of education, regardless of the regional affiliation and status of the university.
Recently, they began to talk about the so-called researchUniversities, that is, universities where research and development are carried out. In addition to research universities, they began to talk about the so-called innovativeUniversities , that is, those universities that introduce certain innovations in themselves or in the environment. It should be noted that due to objective circumstances, all universities were forced to master innovations in the last 20 years. Thus, it is necessary to talk about the typology of universities, in which it is necessary to take into account educational, research and innovation problems (tab. 1).
Table 1
University typology
| № | University type | Subtypes of Universities |
| 1 | Educational University |
|
| 2 | Research and Search University |
|
| 3 | Innovative environment-forming university |
|
Each problem can be addressed at different levels. 1. The lecture-seminar educational system, with various means for writing, has existed for several millennia. This educational system is outdated and is now being intensively replaced by a presentation-logical one. 2. The presentation-logical educational system assumes that the student is given a certain amount of information, as a rule, formalized in structural-logical schemes, and during the presentation there is a demonstration of the construction of logical schemes depending on certain factors, for example, on the stage of the life cycle of the research object ... 3. Electronic-decomposition educational system presupposes the presence of so-called electronic textbooks. The teacher's function in these cases comes down to explanations, answering questions and controlling the quality of mastering, in particular, didactic materials. 4. The personologically-continuous educational system allows to take into account the specifics of the personality throughout the development of knowledge (quickly / slowly, capable / incapable of languages, according to the degree and type of fatigue, etc.). In this case, the computer system adapts to the student, for example, according to the level of his deceit. 5. The creative-heuristic educational system assumes that a person enters the field of development of his creative abilities.
Research universities and their economic problems.
Most of the universities in Russia form their activities on the principles of a spontaneous qualification (1) research and search university. The bulk of the research is carried out at the time of writing the final qualifying work (WRC). Most students are not ready for quality writing. Recently, universities, which can be called analytic-fixing, have become widespread (2). In this case, the choice of topics that are given to students for analysis is made on the basis of preliminary analytical developments, in particular, the following methodology is used: for the disciplines studied by the student, a basic program is developed for a period of five years. On the basis of the basic program, work programs are created annually for each student group individually. In this case, there is a departure from the principle of universalism. The predictive-trend (3) research and search university allows for a better formulation of tasks for the development of students. Fundamental research (4) search and research university is currently studying deeply scientific problems. For each direction of the university it has its own nomenclature of problems. A system-forming (5) research and search university is designed to combine universities of various orientations with the development of special target programs.
The dissertation research proposes five types of innovative universities. The first category of educational institutions has an extremely low level of innovation culture. The second category of educational institutions also has an insufficient level of innovation culture. But in comparison with the institution of the first type, albeit with a delay, but in the end it merges into innovative processes. The third category of educational institutions refers to the type of organizations with an adequate response to changes in the external environment. The fourth category of educational institutions refers to the type of organizations with a proactive response to changes in the external environment. This is a qualitatively different approach to all innovative processes both in the management of an educational institution and in the organization of the educational process. Naturally, organizations of the fifth type (organizations with a proactive response to changes in the external environment) can exist even in the conditions of the development of an innovative economy, but these are only a few.
Modern education is a complex system that is difficult to formalize, without which an accurate assessment is impossible. For the convenience of analysis from the point of view of the interaction between the quality of education and economic security, the author of the dissertation research has identified four elements, based on which we will further consider education. The first element is the quality of the educational process. If we talk about education as a process, then this is undoubtedly a complex, multi-stage process. The main process will be the learning process itself. In memetics categories, it will be defined as the process of transmitting and perceiving a certain number of memes. A feature of the learning process at the University today is the wide distribution of the form in which the independent work of students prevails. Thus, the number of part-time students today is 43%, evening students - 5%, and 2% of students study externally, which is half of the students in Russian universities (Fig. 3).
The second element of the quality of education is the quality of student preparation. In this case, such a product is the quality of a student's assimilation of a set of memes. The output content of this set is determined by government agencies through educational standards. Today, the state unified exam (USE) has become a tool for assessing the quality of education of students entering the university (entry into the process of higher education). The current demographic crisis, which was mentioned above, has led to a decrease in the number of applicants, which entailed a decrease in the requirements for the quality of education, even entering the leading universities of the country. The third element of the quality of education is the quality of educational services provided to the population and meeting certain needs of society. The Russian state, with rare exceptions, does not buy educational services for its citizens. It has created and continues to create state educational institutions, in our case, universities, and finances / maintains them, that is, pays their expenses from its own budget. Thus, from an economic point of view, we can say that an educational service is a service paid by an individual. Statistics show that in the last decade, both the number of state universities (from 1 341 universities in 2000 to 2 174 in 2008) and non-state ones (from 667 in 2000 to 1417 in 2008) have been growing. Analysis of trends in the number of universities (Fig. 1) shows the following dynamics - until 2006, continuous constant growth, in 2006-08. - growth stabilization, and since 2009 the number of educational institutions began to decrease. This is due to the consolidation of state universities, and the decrease in the number of commercial educational institutions is associated with the saturation of the market and the tightening of requirements in the field of paid higher education. In addition, the number of students of state universities studying on a full cost recovery basis is increasing (from 850,959 in 2000 to 3,388,214 in 2008). Russian practice shows that, as a rule, both students who paid for the educational service and students who receive it at the expense of the state are in the same group. It can be assumed that a constant increase in the number of paid students is undertaken by universities to maintain the economic security of an educational institution at the proper level due to insufficient budget allocation (Fig. 4).
The quality of the service means, first of all, the satisfaction of the consumer, which in this case is the student. Despite the fact that higher education in the Russian Federation gives an increase in wages of 48% (for comparison in OECD countries - from 60% to 80%), it remains in demand among Russians (in 2004, there were 67 students, while in the USA - 59, and in England - 38, China - 16). The fourth element of the quality of education is the quality (state) of the economy of education as a whole country (region, district), and a separate educational institution. Currently, the share of spending on education in the Russian Federation is 3.9% of GDP (for comparison: the average for developed countries is 4.8%, Sweden is 6.3%, Great Britain is 4.5%, the United States is 4.8% ). The most important indicator of the quality of the education economy is the level of economic security of an educational institution.
The interaction between the quality of education and economic security will depend on the duration of the processes of improvement or deterioration of indicators of the quality of education and economic security. According to the author of the dissertation research, a short-term increase or decrease in the level of one aspect does not affect the second aspect, just as single manifestations of violations of the quality of education or economic security will not affect their interdependence and mutual influence. A short-term increase / decrease in the level of economic security will not affect the quality of education. So, for example, the arrest of the vice-rector for administrative and economic affairs for accepting a bribe on an especially large scale can be regarded as a decrease in the level of economic security of the university, but with the correct organization and stability of the work of the other divisions of the educational institution, it will not affect the quality of education.
IN third chapter - "Conceptual solutions for assessing the quality of education as a factor of economic security in terms of their interconnection" the author's concept of solving the problems of assessing the quality of education as a factor of economic security in terms of their interconnection is presented. The development of quantitative assessments of the quality of education and economic security are presented. The sources of financing of the university were analyzed, and the problem of corruption in the university was identified, which poses a threat to the quality of education.
Summarizing the previously proposed dependence 1, associated with the structure of the quality of education at the university, and dependence 2, associated with the structure of the economic security of the university, we can offer a matrix of their interaction (Table 2).
table 2
Matrix of interaction of education quality and economic security
The whole field of interaction between the quality of education as a whole and its structural components and economic security and its structural components is divided into 49 elements (7 * 7 elements). In this work, the main focus is on the element with code 1.1 and partly on the element with code 1.2. All other elements require additional research. According to the author of the dissertation research, at present, modern scientists do not even touch on the problems of many elements presented in the matrix.
The dissertation research identifies five types of interaction between the quality of education and the economic security of the university.
- The level of quality of education is constantly decreasing - this can negatively affect the reputation of the university and lead to a decrease in financial receipts and, as a result, a decrease in the level of economic security.
- The level of economic security is constantly decreasing - this, ultimately, affects the quality of education. does not provide an opportunity to increase staff salaries, which leads to an outflow of the most talented teachers to other educational institutions, which can provide them with a higher level of economic security. The inability to develop the material base, introduce innovative technologies, etc.
- The level of economic security / level of quality of education is stable for a long time - in this case, as a rule, it is extremely difficult to trace the relationship and mutual influence of the two aspects. And, at first glance, it seems that these systems exist autonomously.
- The level of economic security is constantly increasing - this leads to a number of consequences. Firstly, the university gets the opportunity to increase the economic security of employees of an educational institution, increase their motivation to improve the quality of scientific and pedagogical activities, and secondly, to attract highly qualified teachers from other universities and practitioners from industry and banking. Thirdly, to develop the material base, to use innovative technologies in the work of the university, etc. As a result, this has a positive effect on the quality of education.
- The level of quality of education is constantly increasing - this, as a rule, leads to an increase in the level of economic security, because allows you to diversify financial flows and increase their filling due to the good reputation of the University.
In the period of a transitional economy, in the context of a decrease in government funding and the absence of effective mechanisms for attracting extra-budgetary funds, the problems of ensuring an adequate level of economic security both for an educational institution as a whole and for an individual associated with an educational institution come to the fore. In the period of stabilization and transition to an innovative economy, the quality of education determines the level of economic security. This is due to the following factors: firstly, a higher educational institution, which has established itself as an educational institution with a high level of education and occupies high places in the ratings, attracts a larger amount of extrabudgetary funds (the share of extrabudgetary funds in leading state universities, according to the author, is from 50 up to 80% of total income). Secondly, the university, constantly working to improve the quality of education, has more opportunities to participate in the national project "Education", various competitions for grants, etc. (for example, the RHNF supported 28,000 projects from 1994 to 2009. The average grant more than doubled (from 114.6 thousand rubles in 2003 to 286.8 thousand rubles in 2009). private grant-giving funds can be noted the Dynasty Foundation of Dmitry Zimin. In 2007, the fund's budget amounted to $ 4.9 million, 44% of which were spent on the Science and Education project).
Additional funds received as a result of these activities increase the economic security of the educational institution.
The foregoing predetermines the need to develop elements of the concept for improving the interaction between the quality of education and economic security.
The study proposes, along with the analysis of the current state of the university on the basis of self-examination and expert opinions, generally accepted in the Russian education system, to use a more complex form of assessing the activities of a higher educational institution. It is proposed to divide the analysis of the activities of a higher educational institution into three independent blocks both in self-examination of the university and in the preparation of expert assessments. 1 block - reflects the analysis current state quality of education and economic security of the university. This block is currently the main one in assessing the activities of the University. 2 block - should reflect the assessment near future development of the university and contain a plan of measures to ensure the implementation in practice of the proposed development trends. 3 block - should reflect the assessment long term development of the university and contain a plan of measures to ensure the implementation in practice of the proposed development trends.
1) receipts from the consolidated budget (30% of total income);
2) income received from students studying on a full cost recovery basis (85% of off-budget receipts);
3) charitable donations from individuals and legal entities (2-3% of extra-budgetary receipts);
4) income from entrepreneurial activity (rent of premises, provision of a hostel, trade, etc.) (6% from extra-budgetary activities);
5) grants from various grant-giving organizations (no data);
6) research and innovation activities (5-6% of off-budget activities);
7) "shadow" money.
The greatest threat to the economic security of the university and, as a consequence, to the quality of education is the so-called "shadow" money or funds passing through the educational institution as a result of corruption. According to UNESCO estimates, in 2007, corruption in admission to Russian universities amounted to 520 million dollars.
As a result, possible corruption manifestations that students may face were identified:
- bribes in entrance and session tests;
- the imposed sale of the intellectual product of teachers as mandatory teaching aids;
- the use of low-paid student labor during the period of practice in near-university firms;
- admission to the budgetary department of postgraduate studies;
- writing essays, term papers, diplomas for cash.
Polls show that more than 43% of students faced corruption in their university. A number of measures can be proposed to reduce the possibility of corruption:
- to form a package of normative documents containing norms and instructions defining the responsibility of each participant in the process of allocation, distribution and use of funds;
- develop measures to improve the qualifications of employees of the financial part of the university and representatives of the involved public organizations, including associations of teachers' parents and trade unions, in particular in such areas as reporting, monitoring and audit of the university;
- expand access to information to increase participation, develop a sense of ownership and increase public scrutiny - for example, requiring all HEIs to publish their estimate report in the public domain.
In order to improve the quality of education and increase the economic security of the University, the author has developed a number of recommendations.
1. To develop a system of quality assurance of a higher educational institution, based on the three blocks of self-examination of the University proposed in the work - analysis of the current state, assessment of the short and long term prospects.
2. To revise the requirements for the library fund of higher educational institutions in order to increase the audiovisual teaching aids necessary for the transition to an innovative environment-forming type of higher educational institution.
3. It seems expedient to create an agency (structure) for the effective communication policy of Russian universities with leading foreign scientific publications, as well as assistance to domestic researchers in placing publications in foreign languages \u200b\u200bin Russian scientific publications. This measure should lead to an increase in the citation index of Russian scientists and help to increase the prestige of Russian education.
4. In order to attract foreign students, the author of the study proposes to create an experimental platform on the basis of several Russian universities to attract foreign applicants. The purpose of these experimental sites will be to develop a marketing strategy for the university to attract foreign students, develop recommendations for the introduction and widespread use of distance learning.
5. To develop recommendations and programs of advanced training courses for management personnel, etc., aimed at improving the efficiency of managerial decision-making in the field of ensuring and increasing the level of economic security of the University.
6. To propose, in order to improve the quality of education, to equip all universities without exception with an automated access control and management system (ASCUD). It is possible, in the future, to consider the presence of such an automated control and access control system as a mandatory requirement for licensing a higher educational institution. In addition, all university AMCS should be closed to a central control system, with the help of which educational authorities will be able to see online the level of attendance at any university located on the territory of the Russian Federation.
IN conclusion formulated conclusions and proposals arising from the logic and results of the study.
Main publications on the topic of the thesis
1. Pugach V.N. Innovative economy, civilizational gap and education system // Bulletin of USTU-UPI. Series "Economics and Management" .M., - 2009. - 1.5 pp.
2. Pugach V.N. Innovations in education in relation to the categorization of educational institutions // Integral, M., - 2009. No. 6 - 0.5 pp.
3. Pugach V.N., Alimova N.K. The interaction of the quality of education and the economic security of the University // Bulletin of the University. - M., State University of Management. - 2009.- No. 12 - 0.5 pp.
Articles in other publications:
1. Pugach V.N., Kirsanov K.A. Economic security of an educational institution in modern conditions // Russian economic Internet journal [Electronic resource]: ATiSO Internet journal / Acad. labor and social. relations - Electron. zhurn. - M .: ATiSO, 2009-. - state number registration. - Access mode: http://www.e-rej.ru/Articles/2009/.pdf, free - Title. from the screen. - 0.6 pp.
2. Pugach V.N., Alimova N.K. Development of views on the economics of education. // Economics of education, in print. - 1 pp.
It should be noted that in the context of this study, a meme refers to a unit of information. In the process of education, the teacher transfers a certain number of memes to the student.
FZ of August 22, 1996 N 125-FZ "On higher and postgraduate professional education", Art. nine.
The term "type" or "kind" of an educational institution is used in various regulations, this study uses the author's understanding of the types and types of educational institutions.
Educology is the science of education. The term was introduced in 1964 http://iso9000.narod.ru/author_of_book.html
there remains an increase in the area of \u200b\u200bgrain corn cultivation. In the sowing of this culture, it is planned to have at least 35 thousand hectares.
Of no small importance in increasing the efficiency of grain production is given to the choice of sales channels, improving the quality of products, state support of grain production, as well as the growth of material interest in growing grain crops.
Factors affecting the stabilization and efficiency of grain production are inextricably linked to the system of pricing, lending and taxation.
An important role in the functioning of the grain market is played by the Grain Union of Russia, the main task of which is to protect the interests of domestic producers, to participate in the development of forecast balances of supply and demand for grain and its processed products.
Identification of the entire spectrum of these and other factors, their correct accounting and use in production allow us to outline specific measures to ensure the efficiency of the grain industry and its stability.
1. Volkova N.A. The economy of agriculture and processing enterprises. M., 2005.
2. Minakov I.A. Agricultural economics. M., 2005.
3. Solopov V.A. Development of the regional market for grain and grain products: monograph. Michurinsk, 2006.
4. Altukhov A.I., Vasyutin A.S. Grain of Russia. M., 2002.
5. Klyukach V.A., Altukhov A.I., Prolygina N.A. State regulation of the country's grain market // Economy of agricultural and processing enterprises. M., 2000. No. 11. S. 10-13.
6. Lysenkova T.M. Grain market of Russia: interstate and interregional relations. M., 1996.
Narizhny I.F., Zvyagina N.N. Economic importance and effectiveness of grain production. Growing of grain production is very important for all branches of an agricultural industry. Effectiveness of grain production is measured by influence of climatic, scientific, technological and economic factors. Factors influencing stabilization and effectiveness of grain production are connected with the system of price determination, credit activities and tax assessment. Grain Alliance of Russia plays a very important role in grain market operation. Its main duty is to secure interests of producers, study demand and supply on various grain products.
Key words: grain market, effectiveness of grain production, role of grain market in the economy.
ECONOMIC SECURITY OF THE EDUCATION SYSTEM IN MODERN CONDITIONS V.V. Chernov
The article examines the educational system as a system-forming factor in the preservation and development of statehood. The necessary conditions are highlighted, under which it is possible to ensure the economic security of the regional education system.
Key words: national security, education, educational system.
The main condition for ensuring the efficiency and safety of education is the state regulation of education at the federal and regional levels.
The main idea of \u200b\u200binstitutional transformations of regional education systems is that each region, region, city should be responsible not only for the implementation of
the constitutional right to education of Russians, but also effective and safe functioning of the education system on its territory, ensuring: improving the quality of life of the population by providing a wide and diverse range of vocational, educational and cultural
services related to the training and retraining of workers, taking into account the development of market relations, the state of the economy, the structure and level of employment of the population.
There are two reasons for the interest in the topic of the relationship between the economic security of education and national security. First, there is a worldwide tendency to consider various aspects of national security as the main criteria for the development of society. Secondly, the direction and results of the reforming of the educational system carried out in the late 1980s - early 1990s, the introduction of market elements of management in this traditional social sphere caused serious concern both among representatives of the teaching community and citizens of the country.
If earlier, during the period of confrontation between socialism and capitalism, national security was associated mainly with ensuring the military and political security of the country, now the concept of "national security" is considered from the point of view of the viability of nations and countries, that is, as a set of conditions that ensure the sovereignty of the state, the protection of its strategic interests and the full development of society and all citizens of this state.
Education is one of the components of national security, since it ensures the full development of society and all citizens.
In addition, education affects all levels of national security, without exception, on all its structural elements. For example, the economic security and military security of a modern state is unthinkable without qualified personnel and scientific research. Environmental safety provides for innovative teaching of humanity culture of survival. The safety of cultural development is organically linked with education as the foundation of culture. And, finally, no social system can develop without a system of values \u200b\u200bthat unites its members.
A nation devoid of a system of values \u200b\u200bturns into a crowd. One of the leading institutions for shaping values \u200b\u200bas
the individual and the nation as a whole is education.
Education is not only a basic component of national security, but also a factor that increasingly determines the status of a person in society and the nation in the world. Despite all the difficulties of the modern period, the level of education in Russia, especially in the natural and mathematical field, is still recognized as one of the highest in the world. According to experts, as well as leading theorists of the Club of Rome, during the period of economic and social upheavals in Russia, only two components allow it to retain its role as a great power - the presence of the country's nuclear missile potential and the nation's scientific and educational potential.
Thus, the preservation and development of scientific and educational potential is directly related to the preservation of Russia's place among the leading world powers.
In terms of its economic significance, the regional education system acts as a local public good.
Public goods theory classifies them into spatially limited goods and goods for which there are no restrictions. The former include those for which the total benefits of obtaining are limited to the inhabitants of the given territory (lake, forest, local television, police, etc.). So, local television broadcasts only for residents of the city, region; the police provide services to the population of the area. If the effect of a public good is of territorial significance, then with the improvement of its use, the question arises about the structure, quality, and size. For public goods that are not spatially limited (science,
central television, national roads), the question of the quantity and size of goods in a given territory does not arise.
Regions differ in their ability to provide and, therefore, consume public goods, which is essential for identifying preferences and leads to the mobility of individuals between territories with a different set of public goods. Large cities have better conditions for meeting cultural needs (museums, theaters
ry, libraries, etc.), professional (large industrial enterprises, services), socio-economic needs. This leads to population migration as a stable trend, described in the economic literature as a “south-north” problem, from rural areas to cities, from the periphery to the center, from small cities to large cities, from developing to developed countries.
Regional educational systems differ in the number (size / number) of students in educational institutions, the nomenclature of educational programs.
In the case of school educational services, the balance is achieved by the optimal placement of educational institutions on the territory of districts, cities, regions. However, due to the existence of a limited number of educational institutions and differences in the quality of educational programs, some of the schools may act as more attractive to outsiders, acting as competitive enterprises. This stimulates an increase in the efficiency of educational institutions in expanding the range and level of educational services provided.
A serious threat to security is posed by the elimination of a purposeful educational process in educational institutions. Neither the first nor the second edition of the Law "On Education" touches upon educational processes. At the same time, the entire history of the development of the educational system of the pre-Soviet and Soviet periods considered educational tasks as equivalent to educational ones. The educational institution realized a dual goal - to teach the basics of science and educate a person capable of further developing the industrial, technical, cultural and ideological base of the country.
Having brought the educational institutions through which the formation of the personality was carried out beyond the framework of the educational institution, the reformers did not create any new mechanisms for implementing this process instead. Thus, the tasks of educational institutions for the formation of the younger generation were denounced.
The elimination of educational programs for the formation of a student's personality has freed educational institutions from responsibility for this process. The educational process itself began to take on the character of leisure activities. Its essence has also changed. With the ban on the activities of public organizations in educational institutions and with the absence of educational programs, it was not the communist ideology of shaping the personality of students that was eliminated, but the essence of the educational process as a purposeful work to form positive personal qualities of students and character traits.
The educational system can unite people and strengthen the Russian statehood if it is a single educational space for all citizens of the country. However, it is impossible to create a single educational space if there are no uniform conditions for obtaining education, if a single educational content and a single level of teaching are not provided for all citizens of the country, regardless of place of residence, social or nationality and gender.
A single educational space does not mean uniformity in the content of education. The educational standards that educational institutions are currently guided by provide, instead of the list of academic subjects, educational areas that can be filled with any educational course, taking into account the federal and regional components.
The federal component is a single educational space implemented in the content of education. It is known that in order to maintain a single state level, this component cannot be less than 50%. If lower, then it threatens the collapse of the country through the education system. And by the decision of the collegium of the Ministry of Education and Science, a state standard is being put into practice, in which the arrangement of educational components is carried out in such a way that 70% of the educational content is allocated to the regional component. Thus, if any region has included in the educational standards the study of a full course of physics, and another -
only the foundations of physics, then the student and his parents find themselves in the position of "assigned peasants." They cannot leave the territory of their residence under the threat of the prospect of the child's illiteracy: the student cannot actually change the school, since the curricula do not match.
The educational system is a special social sphere that covers all strata of society, at the same time it is a national and personal problem of every person. Therefore, everything connected with it requires a serious approach and attention.
The directions of reforming Russian education were copied from the American model and provided for: the study of subjects of the student's choice, the development of electives, a reduction in the study of compulsory subjects, free attendance of classes, the absence of a school uniform, etc., i.e., everything that characterizes the American educational system. The paradox is that at present America has abandoned such an education system. The American educational reform, which began in 1997, is directed in an absolutely opposite direction and provides for: an increase in the number of compulsory subjects for study and a reduction in elective subjects, compulsory attendance of classes and increased discipline of students, the introduction of a uniform school uniform, etc.
Thus, the Russian education system hastily condemned its traditional directions of content and teaching methods. Anecdotality of the situation lies in the fact that the reform of the American education system to a certain extent produces the "Soviet school", while the reform of the Russian education system is guided by the model of the "American school", which no longer exists.
The educational system is a system-forming factor in the preservation and development of statehood, here the group identity of the peoples of Russia is realized, which, ultimately, forms a sense of civic unity, which means that it strengthens and preserves the unity of the Russian Federation. The educational system will be able to fulfill this mission if it is
a single educational space for all citizens of the country.
Education can become the most reliable factor of national security, since it can stop the processes of spiritual and intellectual impoverishment of the nation, expand the educational potential of citizens, form the moral qualities of the individual, and therefore, foster respect for the law, for honest work, for the historical traditions of their country , that is, to create the basis for the all-round development of Russia.
A feature of an educational service is its intangibility, unevenness, inconstancy, non-persistence, quality. Thus, education in cities is of a higher quality than in rural areas; in capital cities it is more diverse than in the periphery. Over time, the education received by an employee in his youth becomes obsolete, and constant efforts are required to acquire knowledge throughout the working period.
The economic analysis of regional education involves considering the specific weight of educational institutions of different regions and forms of ownership, their optimal combination, the place and role of the state in education.
Currently, there are different opinions about the role of the state in this matter. Until recently, the traditional point of view was that education should be fully public and that educational programs are underfunded. Today, another point of view has emerged, according to which the government should reduce the provision of free educational services.
When considering the issue of public education, it is necessary to bear in mind the difference between public provision and public provision of services.
Government support, or free provision of goods, is a form of subsidization. It differs from the state provision of paid services in that at the first there is no need to monitor the provision of benefits. This difference explains the need for state provision of certain goods due to the impossibility or high cost of collection
payments for the use of a specific good. Thus, it is impossible to establish an individual fee for the use of television, law enforcement services, and national defense. In some cases, the decision on government security is made when it is undesirable to use the price to regulate the quantity of the goods sold. For example, controlling the amount of water a population uses can be more expensive than the waste of not taking it. Price control is also not established if the goods have the property that an increase in consumption by one person does not lead to a decrease in its quantity consumed by other people (when using highways). In contrast to purely public goods and services, an increase in the consumption of private goods by one unit by one person reduces the consumption of another by one.
Education is an intermediate case - a semi-public good, since some level of education is provided free of charge (usually general secondary education), although some individuals may use private educational services for secondary education. At the same time, the state can organize its own educational institutions and conduct educational activities in them on a free basis and fully paid or partially paid. The state can buy education from the private sector and abroad.
When developing state policy in education, questions arise about the level of state "education supply", which depends on the income tax rate for education, the size of the national income of the country and the expansion of access to financial resources for private investment in education.
Funding public spending on education through income tax can waste taxpayer funds. Education is usually funded from a flat per capita tax.
In order to show the peculiarities of public procurement in education, let us assume that public education represents the sum of equal indices.
specific educational services, and individuals differ in educational opportunities and needs. In this case, the policy of equal costs in public education will not fully compensate for the needs of children with different factor capabilities, for example, those with developmental delays. It is possible that individuals differ in educational ability and it is possible to supplement them with private education.
Regions differ in their ability to provide and, therefore, consume public goods, which is essential for identifying preferences and leads to the mobility of individuals between territories with a different set of public goods. Large cities have better conditions for meeting cultural (museums, theaters, libraries, etc.), professional (large industrial enterprises, services), socio-economic needs. This leads to population migration as a stable trend, described in the economic literature as a “south-north” problem, from rural areas to cities, from the periphery to the center, from small cities to large cities, from developing to developed countries.
We look at the distribution of education in terms of maximizing social welfare. Why has the development and improvement of education in Russia at the present stage put forward the task of regionalization and municipalization? The answer is already covered in the previous reasoning. For a pure public good that is not spatially limited, the question of the cumulative effect of any public good does not arise. The effect of education is spatially limited both between regions and within a region. The volume of the structure of the regional educational system, at which the maximum level of education provision is achieved, depends on a number of conditions.
Thus, when studying the problem of the economic security of education, it is possible to identify the necessary conditions under which it is possible to ensure the economic security of the regional education system. First, the system
must have a sufficient degree of economic freedom; secondly, the system must have internal mechanisms of effective management, allowing the development and implementation of a single effective strategy of behavior; thirdly, the external environment should adequately adequately respond to the actions of the system, in particular when developing mechanisms and programs for external financing of its activities, realizing the strategic goals of the functioning of the education system.
The economic security of education is an internal target function of the education system at all its levels and is achieved through the development and implementation of a strategy for the behavior of this system in an aggressive external environment, providing such values \u200b\u200bof its functional parameters at which the system retains the ability to adapt. The economic security of an individual educational institution is based on economic
the possibility of its sustainable growth and development, the implementation of its goals and objectives.
1. Guskov NS, Zenyakin V.E., Kryukov V.V. Economic security of Russian regions. M., 2006.
2. Kaziakhmedov G.M. Economy: government regulation and security. M., 1996.
3. Regional education system: yesterday, today, tomorrow. M., 1999. Book. 2.
4. Chekmarev V.V. The system of economic relations in the field of education: scientific. monograph Kostroma, 1998.
Received September 15, 2008
Chernova V.V. Economic safety of educational system in modern conditions. In the article the educational system is considered as a backbone factor of statehood preservation and development. Necessary conditions which make possible economic safety guarantee of the regional educational system are described.
Key words: national safety, education, educational system.
YOUTH LABOR MARKET AS AN OBJECT OF THEORETICAL AND METHODOLOGICAL RESEARCH Yu.V. Chelybeeva
The article is devoted to the development of the theoretical and methodological base of the youth labor market as an economic category, the factors influencing the state of the youth labor market are highlighted, its national and regional specificity is revealed. The theoretical provisions are illustrated by statistical data and data obtained as a result of questioning.
Key words: unemployment, youth labor market, national and regional specificity of the youth labor market, unemployment rate, types of unemployment, passive unemployment.
The Constitution of the Russian Federation, like the Constitutions of all civilized countries, guarantees its citizens the right to work: “Labor is free. Everyone has the right to freely dispose of his abilities for work, to choose his type of activity and profession ”(Article 37.1).
However, countries with developing and developed economies, due to certain socio-political and economic reasons, from time to time plunge into a crisis, accompanied by unemployment.
According to the generally accepted definition, unemployment is "a socio-economic situation in which part of the active, able-bodied population cannot find a job that these people are able to do."
Officially, "the unemployed are considered able-bodied citizens registered at the labor exchange who are looking for work, but have no real opportunity to get a job in accordance with their education, profile, labor skills."
