The market for educational services represents a large diversified national economic environment where a significant element of national wealth is created - education. Educational services market- this is a set of economic relations that develop between producers and consumers regarding the purchase and sale of goods “educational service” in the process of exchange.
A special kind of product circulates in the educational services market – an educational service.
Educational service- This:
– purposeful activity characterized by the interaction of participants educational process and aimed at meeting the educational needs of the individual;
– a set of knowledge, abilities, skills and a certain amount of information that are used to satisfy the specific needs of a person and society in intellectual development and acquisition of professional skills;
– a whole complex of educational and training actions aimed at meeting the needs of the individual, as a result of which the existing and acquired skills are improved;
– the result of the educational, managerial and financial-economic activities of an educational institution aimed at meeting the production demand for training, retraining and advanced training of the workforce; the demand of individuals for obtaining a profession or qualification, retraining;
– a system of knowledge, information, skills and abilities that are used to meet the numerous needs of an individual, society and the state.
Thus, education is a process, a value, a result, and a system.
Educational services are characterized by features that are characteristic of all services, but manifest themselves in a special way:
1) services intangible. The intangibility of educational services means that they cannot be demonstrated or studied before purchase. The usefulness of services is assessed by the consumer during or after their production, which significantly complicates consumer choice;
2) services inseparable from the manufacturer. An educational service does not exist separately from a university and its teaching staff. The inseparability of services from their source causes the variability of their quality;
3) typical for services unpreservability, that is, the processes of production and consumption of services do not coincide in time and space. It is impossible to produce an educational service for future use, therefore, in the education system it is almost impossible to achieve a complete coincidence of supply and demand. For educational services, this feature is somewhat softened, since educational information can be stored using textbooks and other methodological literature;
4) educational services immaterial, that is, they cannot accumulate. A person, consuming educational services, accumulates knowledge, skills, and abilities, but this is the result of a person’s work, and not these actions themselves, that is, educational services cannot be redistributed or resold by the buyer. Thus, the market's ability to distribute educational services is limited.
Educational services have special features that distinguish them from other services:
1) high price . Throughout the world, educational services are considered high-value goods;
2)time lag between receiving education and receiving benefits from it. The consumer expects a return from the purchase of an educational service, both material (in the form of higher wages) and moral;
3)evaluation of educational services throughout the entire training period (sessions, certification);
4)dependence of the provision of educational services on the place of their provision and the place of residence of the consumer, because often they do not match. Thus, the market for educational services is local in nature;
5) educational service involves the transfer of not only knowledge and skills, but also spiritual values, the cost of which cannot be estimated;
6)need for government control over the quality of their production (consumption). Control is due to the fact that a graduate who has passed state certification is issued a standard diploma in a certain specialty with the assignment of qualifications.
The ability of the education system to function in market conditions is determined by the following factors:
– locality of service provision;
– competitive basis for enrollment in a university (not everyone can become a student);
– Tuition fees are also a kind of limiter.
In the educational services market, there are four types of ineffective situations that indicate market failure:
1) consumption of an educational service by one individual does not exclude its consumption by others and does not entail a decrease in its usefulness for other individuals, which corresponds to the properties of a public good;
2) the educational service has a significant positive external effect, since it contributes to the creation human capital, thereby creating the prerequisites for innovative development of the economy;
3) the market for educational services is characterized by imperfect information. Information asymmetry is due to the special characteristics of the educational service – intangibility and inconsistent quality. The effective functioning of the market depends on how fully informed all its participants are about the properties of goods, the conditions of their production and consumption, as well as the state of the market;
4) the market for educational services is characterized by imperfect competition. There is a combination of monopolistic and oligopolistic competition in the educational services market. The formation of a monopoly is based primarily on the local nature of educational services markets. At the same time, one can observe increased competition between individual local monopolies - signs of oligopolistic competition are emerging.
Thus there is objective necessity combinations government regulation and market mechanisms for the functioning of the education system.
Introduction
The relevance of this topic is that with the development of information technology, increased competition in the labor market, and increased requirements for young specialists, the role of education is increasing. There are currently 1,134 universities in Russia. Of these, 660 are state-owned. The number of universities is growing steadily. The economic situation after perestroika is deteriorating. After the 1998 crisis, the nation's intellectual potential began to deteriorate at a faster pace. The quality and level of training of specialists is falling, and the unemployment rate among young people is increasing. Universities are losing their role as leaders in scientific research due to the lack of necessary funds and updating of the material and technical base.
The place and role of any country in the international division of labor, its competitiveness in the world markets of manufacturing industries and advanced technologies depend primarily on the quality of training of specialists and on the conditions that the country creates for the manifestation and realization of the intellectual potential of the nation. The role of knowledge in economic development is rapidly growing, outstripping the importance of means of production and natural resources.
The need for transformation of the Russian education system is objectively determined by the socio-economic changes that have occurred in Russia over the past 10 years. It stems from the need to bring all systems and subsystems of the national economic complex into compliance with the requirements of restoring lost economic positions and ensuring the transition to a post-industrial society. The main goal of this transformation is to create an educational system in which young generations will master professions in demand in the labor market and knowledge that will help them participate productively in the life of a democratic society.
In the process of transition from an industrial to an information society, the creation and dissemination of knowledge becomes a key factor. These processes rely heavily on the use and development of the educational system.
The purpose of this work is to analyze the system of educational services in the Russian Federation, identify its main economic problems and determine possible ways their decisions.
The object of the study is the Ulyanovsk region.
The subject of the study is the market for educational services.
The purpose of the course work is to analyze the market for educational services; identify problems that relate to the education market; identify directions for the development of education.
To achieve these goals, it is necessary to solve the following problems:
Explore theoretical basis educational services market;
Conduct an analysis of the state of the educational services market in the Ulyanovsk region for 2005-2009;
Consider the general socio-economic characteristics of the region;
Chapter 1 Theoretical foundations of the educational services market
1.1 Concept and essence of educational services
Before defining the term “educational service”, let us briefly outline the essence of the concept “education”.
F. Kotler offers the following definition: “A service is any activity or benefit that one party can offer to another and which is mainly intangible and does not lead to the acquisition of anything.” According to classical marketing theory, services have a number of specific characteristics that distinguish them from goods and which must be taken into account when developing marketing programs. These characteristics are as follows:
Intangibility - services cannot be seen, tasted, heard or smelled until the moment of purchase;
Inseparability from the source - the service is inseparable from its source, its implementation is possible only in the presence of the manufacturer;
Inconsistency of quality - the quality of services varies widely depending on their manufacturers, as well as on the time and place of their provision;
Non-storability - the service cannot be stored for subsequent sale or use.
According to the definition adopted by the 20th session of the General Conference of UNESCO, education is understood as the process and result of improving the abilities and behavior of an individual, in which he achieves social maturity and individual growth. The Law of the Russian Federation “On Education” gives the following definition of education - “a purposeful process of education and training in the interests of an individual, society, and the state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state.”
At the same time, education as an industry is “a set of institutions, organizations and enterprises engaged primarily in educational activities aimed at meeting the diverse needs of the population for educational services, at the reproduction and development of the human resources potential of society.” The main goal of education as a pedagogical process, its mission is to increase the value of a person as an individual, worker, citizen.
The main activity of educational institutions is the creation of educational services.
There is enough a large number of definitions of educational services.
Firstly, an educational service is an educational and pedagogical activity.
Secondly, it is the provision by an educational institution of the opportunity to obtain an education that increases the cost of the consumer’s labor force and improves his competitiveness in the labor market.
Thirdly, it is a system of knowledge, information, abilities and skills that are used to meet the various educational needs of the individual, society, and state. The latter definition reflects the interpretation of education in the education law.
The second definition emphasizes the fact that the market for educational services is closely related to the labor market or labor market, since from an economic point of view, the demand for educational services is formed by the demand for qualified labor.
The labor market is a system of socio-economic relations between free able-bodied owners of labor in need of hired work, and physical or legal owners of the means of production who have a demand for hired labor, regarding the distribution, redistribution, hiring and inclusion of labor in process of social production.
Here are a number of specific features of educational services that distinguish them from other types of services:
Seasonality;
High cost (educational services have a high use value, as they increase the potential of an individual and a specialist;
-relative duration of provision (for example, in our country, obtaining the first higher professional education in various specialties can take from 4 to 6 years);
Delay in identifying effectiveness;
Dependence of the results on the conditions of the trainee’s future work and life;
The need for further support of services;
The dependence of the acceptability of services on the place of their provision and the place of residence of potential students;
Impossibility of resale;
The need for licensing;
Competitive nature (this feature is mainly manifested in most public higher educational institutions);
Relatively young age of consumers of educational services and others.
Educational services, like any product, are sold on the market, which is understood as a set of existing and potential buyers and sellers of the product. The market for educational services, in this case, is a market in which the demand for educational services from the main economic entities (individuals, households, enterprises and organizations, the state) and their supply from various educational institutions interact. In addition to producers and consumers of educational services, participants in market relations in this area include a wide range of intermediaries, including employment services, labor exchanges, registration, licensing and accreditation bodies educational institutions, educational foundations, associations of educational institutions and enterprises, specialized educational centers, etc. All these entities contribute to the effective promotion of educational services on the market and can perform functions such as informing, consulting, participating in the organization of sales of educational services and resource support for education.
In addition, a distinctive feature of the educational services market is the significant role of the state and its governing bodies. In particular, their specific functions in the field of education include:
Creation, support and strengthening of favorable public opinion, a positive image of educational institutions;
Guaranteeing the humanism of education, the unity of the federal cultural and educational space, the universal accessibility and adaptability of education, its secular nature, freedom and pluralism, democratic management and the autonomy of educational institutions;
Financing education and providing guarantees for long-term investments of other entities in this area;
The use of tax incentives and other forms of market regulation in order to develop priority specialties, forms and methods of training specialists, and education in general;
Licensing and certification of educational institutions and programs for the range and quality of services;
Information support for educational institutions and others.
Let us analyze the distinctive features of educational services:
1. The specificity of educational services is that, according to many researchers, they belong to the category of public goods (goods). The provision of public goods, and, consequently, payment and responsibility for their production is assumed by the state.
In other words, the structure of products of the modern educational system is heterogeneous and includes at least two parts unequal in volume:
1) a public good provided by the bulk of educational institutions;
2) non-public, individually oriented goods (services), the existence of which is provided for in Art. 45-47 of the Law of the Russian Federation “On Education”.
2. A peculiar feature of educational services is the impossibility of their direct monetary measurement. The price mechanism is often unable to reflect all the costs of producing educational services. If in the material sphere they are relatively easy to measure quantitatively (in pieces or kilograms, for example) per unit of production, then in relation to educational services this is difficult to achieve. The beneficial result of such a service can only appear after a long time, and it can practically only be measured using indirect indicators. Although at this stage they plan to link their cost to labor intensity, i.e. set the dependence in rubles on the number of working hours.
3. Another distinctive feature of educational services is the ambiguity of the goals set for the producers of these services. As a rule, the activities of an educational institution are not explicitly aimed at achieving profit. But, on the other hand, the above-mentioned interests are related to the growth of well-being, which involves obtaining the profits necessary to ensure expanded reproduction. Thus, profit is not initially a prohibited guideline for an educational institution, but, of course, it is not limited to it.
4. The peculiarity of educational services is also manifested in the fact that they are provided, as a rule, in conjunction with the creation of spiritual values, transformation and development of the student’s personality. These services ensure the realization of the cognitive interests of students, satisfy the individual’s needs for spiritual and intellectual development, contribute to the creation of conditions for their self-determination and self-realization, participate in the formation, preservation and development of a person’s diverse abilities to work, in specialization, professionalization and the growth of his qualifications.
1.2 Indicators characterizing the functioning of the educational services market
The most important statistical indicator is the number of pupils (students) in general education institutions and vocational education institutions. It is determined as of the beginning of the school year. In statistical reporting, data on the number of students (students) are given by classes (courses), gender, age, forms of education, specialties and areas of training, etc. In some cases, they include persons studying at the expense of various sources of funding - the federal budget, budgets of constituent entities of the Russian Federation, local (municipal) budgets, under contracts with individuals and legal entities with full reimbursement of training costs. The movement of the number of pupils (students), including dropouts from educational institutions for various reasons, is considered.
Admission to educational institutions is studied using the indicator of the number of persons admitted to study in a given academic year. The corresponding quantitative characteristics for specific levels of education include the number of students enrolled, its structure by forms of education, specialties and areas, as well as the basic education of persons enrolled in training. In connection with the gradual introduction of the unified state exam for graduates of general education institutions, data collection has begun on persons who presented a centralized testing certificate upon admission to an educational institution and were enrolled in studies on the basis of this document. To assess the demand for the services of educational institutions and the degree of satisfaction, indicators are also used that reflect the competition for state higher and secondary vocational educational institutions, namely the ratio of the number of applicants and those enrolled in training.
The main result of the activities of educational institutions is graduation. In statistics, its value is defined as the number of persons who have fully completed the course of study at an educational institution and received the appropriate specialty. These indicators are calculated at the end of the academic year and are differentiated by gender, forms of study, specialties and areas of training, etc. It is equally important to know how individuals who completed their studies entered the labor market. For this purpose, indicators are being developed to characterize the employment of graduates - the number of people who received a job assignment or found employment independently after completing full-time studies at state vocational education institutions.
Personnel of primary and secondary (complete) education institutions is presented by indicators of the number of teachers, broken down by level of education. They include persons who have reached retirement age. For primary vocational education institutions, information is collected on the number and level of education of engineering and teaching staff, including industrial training masters; for institutions of secondary vocational education - about the number, age and level of education of the main full-time teaching staff, as well as teachers working on a part-time basis and hourly wages. The teaching staff of universities is presented in sufficient detail in the statistics. In its total number, persons working on a part-time basis and foreign specialists are distinguished; information is being developed on the distribution of key staff personnel by gender and age, positions held and level of education, on the number of teachers who have the academic degrees of Doctor and Candidate of Sciences and the academic titles of professor and associate professor.
To characterize the material base of educational institutions - a complex of buildings and equipment used to organize the educational process - indicators of the availability and use of space are developed, in particular on the size of the space by functional purpose, teaching area per student, provision of dormitories and their areas per resident, availability of technical teaching aids (including computers), library collections, public catering establishments. Statistics also include the technical condition of secondary school buildings and the level of their improvement.
To analyze the state of the education sector at various levels, statistics use a number of calculated indicators. This is, for example, the provision of places for preschool children in preschool institutions (the number of places per 1000 children) and the load on these institutions (the number of children per 100 places); school shifts; area of classrooms in daytime general education schools per student; number of students at higher and secondary vocational educational institutions per 10,000 people, graduates of specialists from them per 10,000 employed in the economy, etc.
The collection of statistical information on the activities of educational institutions is based on the use of various classifiers. Thus, in the statistics of primary vocational education, the All-Russian Classifier of the profession of workers, positions of employees and tariff categories is used; secondary and higher professional - All-Russian Classifier of Specialties by Education; postgraduate - Nomenclature of specialties of scientific workers and the All-Russian Classifier of Specialties of Higher Scientific Qualification.
1.3 Characteristics of the educational services market
The commercialization of higher education is the main means of changing the functioning of universities as subjects of market relations. The goal is to adapt higher education to the existing socio-economic system, its rationalization in the spirit of market principles, including achieving a balance of supply and demand, improving the quality of those services that meet consumer demands.
Consequently, the main direction of commercialization of higher education, which significantly changes the functioning of the university as a subject of market relations, is the creation of a market for educational services. In turn, this market should be considered as a special subdivision of the productive forces market, a subdivision where the range of services, supply and demand are determined by the conditions in the higher-order market - the labor market.
In a market economy, the activity of the higher education system as a social institution that ensures the reproduction of the intellectual and cultural potential of society acts as an educational service that takes a commodity form, therefore, having its own consumer value and price.
The use value of educational services is that they create human capital, manifested in a more skilled and more productive workforce, which generates “higher wage rates and higher earnings.” Therefore, the demand for educational services is formed by consumers who assume, based on the theory of rational consumer expectations, that “individuals with higher investments in education receive higher incomes during their working life than those who have made lower investments in education.”
In broad terms, the market is defined as a set of socio-economic relations in the sphere of exchange through which goods are sold. We define the market for educational services as a system of economic relations for the purchase and sale of educational services.
Every year, thousands of school graduates flock to universities to receive professional “educational services,” namely, what they subjectively mean by this term: the need to get a job, the need for creativity and self-realization, the need for communication. These basic needs are formalized in the form of requests for the name of the specialty, the characteristics of the educational institution, price and quality. Ultimately, applicants are distributed among universities - a kind of self-organization process. Such self-organization is built mainly on the basis of the subjective needs of consumers. This is actually the market for educational services.
The specificity of educational services is the duration of the process of their provision. Therefore, the need to forecast demand for these services is extremely relevant, because It is unacceptable to wait for this demand to be presented in formalized form. A feature of educational services is also that their quality ultimately affects the development of society, and, therefore, the educational process should be based on modern teaching tools, including computer technology.
As stated in the All-Russian Declaration on Higher Education, the quality of higher education is a multidimensional concept that covers all aspects of a university’s activities: educational and scientific work, faculty and students, educational facilities and resources, and other components.
The range of educational services and their nomenclature are highlighted. The range can be defined as a set of directions and specialties defined in the state educational standard. The nomenclature is the totality of all services offered: training of specialists (bachelors, specialists, masters); retraining of specialists, including second higher education; advanced training, etc.
One of the newest trends in the development of Russian high school is its regionalization - the active development of a regional network of educational institutions, the functions of which are focused on meeting the needs for education within a given specific region, taking into account the specifics of its geographical, economic and socio-cultural situation.
The emergence of this trend is associated with a reduction in educational migration of young people and the abolition of state distribution of graduates. In addition, the share of local budgets in financing regional education is increasing and, as a result, there is a decentralization of powers in the management of universities; There is also the conclusion of agreements between universities and government bodies of the constituent entities of the Federation for the training of specialists. A special role is played by the absence of technical means of training and communications that allow the development of distance learning; many capital universities, adapting to market conditions, are striving to create their own branches and divisions in other regions of Russia.
Let us consider the development of the higher education system in Russia since the beginning of 2005. According to the State Statistics Committee of the Russian Federation, based on the results of the 2009 All-Russian Population Census, about 109.4 million people in Russia aged 15 years or more have a basic general education or higher, which is 90.2% of this age group. Compared to 2005, the number of people with the specified level of education increased by 18.3 million people, or 20%. At the same time, from the population group aged 15 years or more, 71.4 million people (59%) have professional education (higher, secondary and primary).
In total, from 2005 to 2009, the number of specialists with higher education increased by 6.6 million people (by 52%), with secondary vocational education - by 11.2 million people (by 52%), with primary vocational education - by 0.7 million people (by 5%). According to the census results, the number of people with postgraduate education (completed graduate school, doctoral studies, residency) amounted to 4 thousand people. In addition, the number of people with secondary education increased by 5% (1 million).
Among other things, in terms of quantitative characteristics, there is an increase in the level of education among young people. So, according to the State Statistics Committee, for 2005-2009. 7.1 million specialists with higher and 8.3 million specialists with secondary vocational education were trained and graduated. At the same time, the number of young people aged 16-29 with higher education increased by 42.5% compared to 2005, and with secondary vocational education by 7.7%. At the same time, the number of boys and girls aged 16-29 years with only primary general education increased over the above period by 2.1 times and amounted to 0.5 million people, of which 70% are not studying.
There is an increase in the number of teaching staff, the number of which increased from 2005 to 2009 by 54.6% to 339.6 thousand people. At the same time, there is a steady increase in the ratio of students to teachers.
In terms of the provision of budgetary resources, secondary education in Russia faces serious underfunding. Thus, according to expert estimates, the amount of funding for the education sector in Russia is about 4% of GDP, with 9.3% of per capita GDP per secondary school student. In countries of a comparable level of development, expenditures per student range from 20 to 25% of per capita GDP.
Chapter 2 Analysis of the educational services market
2.1 Brief socio-economic characteristics in the region
Ulyanovsk region is a subject Russian Federation, is part of the Volga Federal District. The Ulyanovsk region is located in the very center of the Middle Volga region, its territory is 37.2 thousand sq. km. The region borders on the east - with the Samara region, in the south - with the Saratov region, with the Penza region and Mordovia in the west, with Chuvashia and Tatarstan in the north. There are 21 administrative districts in the region.
One of the main branches of specialization is mechanical engineering, which accounts for 56% of industrial production. Represented by aircraft manufacturing, instrument making, machine tool manufacturing, and automotive manufacturing. An important place in the industry is occupied by a group of automobile industry factories, which produce about 95% of Russian buses and slightly more than 10% of trucks. The Ulyanovsk Automobile Plant was founded in 1941 on the basis of the evacuated Moscow ZIL. A series of UAZ off-road vehicles with a payload capacity of 0.8 tons was created here. Almost 30% of the plant’s products are exported. The region also produces aircraft, machine tools, and equipment for the chemical industry and agriculture.
In second place in terms of the share of industrial production in the region is the food industry - 13.7%. Sugar production has received significant development, which is concentrated in a single enterprise - OJSC Ulyanovsksakhar. The volume of sugar production is about 190% of the regional demand, so almost half of the products produced can be sold outside the region. The coefficient of specialization (per capita production) for sugar production is 2.7. There are also traditional industries that developed in pre-revolutionary times and have grown significantly since then: flour milling, starch making, butter and cheese making, and alcohol distillery.
The electric power industry has seen significant development - 12.5%. The capacity of power plants is 955.6 thousand kW. The number of enterprises in the industry has tripled over the past 5 years and now stands at 18.
In terms of nominal income of the population, and in terms of the ratio of per capita cash income and the cost of living, the Ulyanovsk region is significantly inferior to the developed regions of the Volga region. In 2007 alone, income growth rates were higher than in some regions with a higher level of economic development, thanks to the redistribution policies of the federal authorities and positive development dynamics. The average salary in the Ulyanovsk region (10.6 thousand rubles in 2008) still lags far behind the average in the Volga Federal District (13.2) and the country (17.2 thousand rubles).
An indirect indicator of the population's income can be the provision of passenger cars; this indicator in the Ulyanovsk region is lower than the national average (171 and 195 cars per 1000 population in 2007, respectively). But compared to other regions of the Volga Federal District, the region lags far behind only one of its neighbors - Samara region(220 cars), in which the income of the population is much higher. Although it is clear that statistics do not distinguish between different cars - from old Zhigulis to foreign cars, nevertheless, the use of indirect indicators forces us to be more critical of statistical estimates of the income of the population of the Ulyanovsk region. Most likely, they underestimate shadow income and income from personal subsidiary plots. Income inequality of the population is below the national average, the fund ratio (the ratio of the incomes of the 10% of the population with the highest and lowest incomes) is 13.4 times (the national average is 16.8 times). Other regions with low income levels have similar levels of inequality.
The main source of income is wages, its share is 39%, which is comparable to the national average, and taking into account hidden wages - 63% (in the Russian Federation - 67%). In the mid-2000s, the highest paying industries were finance, transportation and management. The level of wages in the manufacturing industry and socio-economic problems in the basic sector of the regional economy, in which more than a quarter of all employees are concentrated.
In the 2000s. The level of wages in Ulyanovsk grew faster than the regional average, and in 2007 the average wage was almost a quarter higher than in the region as a whole. In the administrative center there is a high concentration of public sector employees, whose wages grew at a faster pace, as well as those employed in the highest paid industries - management, financial and business services. The gap in wages in industrial Dimitrovgrad from the regional average decreased sharply in the early 2000s, the same trend is characteristic of almost all industrial centers of the Ural-Volga region. The smoothing is due to the rapid growth of wages in non-industrial sectors of the region, primarily in the public sector.
The share of social payments in the population's income is one third higher than the national average (18 and 12%, respectively), the main part of which is pensions. The situation of pensioners in the Ulyanovsk region is somewhat better than in other regions of the Volga Federal District; the average pension is 24% higher than the cost of living of a pensioner due to the relative cheapness of life in the region.
Even with a low cost of living, the poverty level in the Ulyanovsk region in the 2000s. was one third higher than the national average, as well as the indicators of developed regions. As already noted, the region has a high proportion of employed people with a low level of education. The level of wages for low-skilled workers is not much above the poverty line, and the burden of dependents turns such families into poor ones. The problem of the “working poor” that persists in the region can be solved by improving the skills of personnel and creating new jobs with higher wages.
An important factor supporting the region's credit rating is the high quality of financial management in the Ulyanovsk region. The high assessment of the quality of management is evidenced by the increase in the budget’s own revenues, the absence of overdue outstanding debt on public debt and wages public sector workers.
2.2 Analysis of the educational services market in the Ulyanovsk region
Let's analyze the cost of training at the Faculty of Economics at Ulyanovsk State Technical University, Ulyanovsk State University and Ural State Academy of Agricultural Sciences, based on table 2.2.1.
Table 2.2.1 - Cost of training in the specialties of the Faculty of Economics for the 2010/2011 academic year
Looking at the table, one can reveal that at UlSTU the most expensive education is at the Faculty of Economics, which amounts to 45,000 thousand rubles. But the Faculty of Engineering at UlSTU has the lowest tuition fees. At the UGSHA, whether at the Faculty of Economics or at the Faculty of Engineering, the price for training is the same, which is 33,000 thousand rubles.
Analysis of socio-economic phenomena in the context of the transition to an international methodology of accounting and analysis involves identifying and measuring the patterns of their development over time.
The process of development, the movement of socio-economic phenomena over time in statistics is usually called dynamics. To display dynamics, dynamics series (chronological, time) are constructed, which are series of time-varying values of a statistical indicator, arranged in chronological order.
Analysis of the speed and intensity of the development of a phenomenon over time is carried out using statistical indicators, which are obtained by comparing the levels of a series with each other. These indicators include: absolute growth, growth and growth rate, absolute value of one percent of growth.
Absolute growth characterizes the change in the levels of the phenomenon being studied over a certain period.
There is data in Table 2.2.2 on the admission of students to state higher vocational educational institutions by type of study at the beginning of the academic year.
Table 2.2.2 - Admission to state higher vocational educational institutions by type of training (at the beginning of the academic year, people)
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Students accepted - total |
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including for departments: |
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part-time |
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externship |
Based on the available data in Table 2.2.2, we will calculate absolute increases using the basic method using the formula:
Where Y 0 is the base period;
Y i - reporting period.
Let's take 2004 as the base period, i.e. the level with which we make the comparison. Below we consider the dynamics of admission to state higher vocational educational institutions by type of education in the Russian Federation for 2004-2009, calculations were made in comparison with the base period (Table 2.2.3).
Table 2.2.3 - Indicators of absolute increase in student enrollment
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Students accepted - total |
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including for departments: |
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part-time |
Continuation of table 2.2.3
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externship |
Based on the calculations carried out, we will construct a graph showing the fluctuations in admitted students in the Ulyanovsk region for 2005-2009 (Figure 2.2.1).
Picture 1- Statistics on student growth in the Ulyanovsk region
Absolute growth characterizes the size of the increase (or decrease) in the level of a series over a certain period of time.
The largest absolute increase was in students in the academic year 2008-2009. At the beginning of the 2006 academic year, the absolute increase was 516 people. A positive absolute increase in enrolled full-time students occurred in 2006-2007, amounting to 87 people. Then there is a decrease in the number of full-time students admitted. The largest decline in full-time enrollment occurred in 2009-2010, amounting to -649 people.
In the following table, based on the initial data of Table 2.2.2, we determine another indicator of the dynamics series - the growth rate according to the formula:
The growth rate is the ratio of a given level of a phenomenon to the initial or previous level, expressed as a percentage.
Table 2.2.4-Indicators of the growth rate of student enrollment
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Students accepted - total |
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including for departments: |
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part-time |
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externship |
The overall enrollment of students in state higher vocational educational institutions increased in 2007 and 2008 compared to the beginning of 2004. In 2004, student enrollment was at its lowest. The highest peak in student enrollment was in the 2008-2009 academic year. In 2009, there was a decline in the enrollment of students in full-time, part-time and part-time departments. In 2008, the enrollment of students in correspondence departments, as well as in external studies, increased.
The most important task of statistics is the study of objectively existing connections between phenomena. In the process of statistical research of dependencies, cause-and-effect relationships between phenomena are revealed, which makes it possible to identify factors (signs) that have a major influence on the variation of the phenomena and processes being studied. To study the relationship between the level of unemployed and the level of graduated specialists for 2005-2009 in the Ulyanovsk region, we use correlation analysis.
Correlation analysis aims to quantify the relationship between two characteristics (in a pairwise relationship) and between the resultant and multiple factor characteristics (in a multifactorial relationship). The closeness of the connection is quantitatively expressed by the magnitude of the correlation coefficients. Correlation coefficients, representing a quantitative characteristic of the close relationship between characteristics, make it possible to determine the “usefulness” of factor characteristics when constructing multiple regression equations. The value of the correlation coefficients also serves as an assessment of the consistency of the regression equation with the identified cause-and-effect relationships.
Table 2.2.5 - Calculation table for correlation analysis
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and 1 =0.30 shows that with an increase in the production of specialists by 10 thousand people, unemployment increases by 0.30 percent.
The average elasticity coefficient is:
An elasticity coefficient of 0.397 shows that with an increase in the output of specialists by 1%, unemployment increases by 0.397%.
Let us measure the closeness of the correlation between the production of specialists and the unemployment rate using the linear pair correlation coefficient:
The pair correlation coefficient in this case shows that the relationship between the production of specialists and unemployment is weak, since 0
Let us determine the relationship between the number of students in non-state and state universities. To do this, we will use a nonparametric method for measuring relationships and calculate the Fechner coefficients, Spearman and Kendlo ranks.
Table 2.2.6 – Calculation table for carrying out a non-parametric method of measuring the relationship between the number of students in non-state and state universities
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Number of students in non-state institutions (y) |
Number of students in government institutions (x) |
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According to the Fechner coefficient, there is no connection, since 0 According to the Spearman rank coefficient, the relationship is strong and inverse, since 0.6 According to the Kendelo coefficient, the relationship between the number of students in state and non-state universities is average and inverse, since 0.3
There is data on the number of students per 10 thousand population in the period from 2005 to 2009 (Table 2.2.7).
Table 2.2.7 - Number of students per 10 thousand population
Based on the data in Table 2.2.7, we will determine the trend line and, based on it, we will make a forecast for 2015 about the number of students per 10 thousand population. To do this, let's draw up table 2.2.8.
Table 2.2.8 – Calculation table for extrapolation by number of students
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There were students per 10 thousand population |
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Provided that T r =const.
shows that in 2015 there will be 478.5 students per 10 thousand population.
Summarizing all the calculations, it is necessary to note the fact that if the current growth trend continues, the number of students per 10 thousand population will increase. But let’s return to building the trend itself. To do this, we need to build a graph showing the growth of students. For this purpose, let us turn to Table 2.2.7 and our already calculated forecasts for 2015.
Figure 2– Linear trend of students coming per 10 thousand population
In this figure we see a trend line, the dynamics of an increase in the number of students per 10 thousand population, which almost coincide with the extrapolation. In addition, the graph shows the trend equation and the so-called R criterion. It indicates the reliability of the forecast made by me, since the higher the R value, the better option we will get. Figure 2 shows the trend with the highest forecast reliability (R = 0.861, R - max).
Figure 3– Logarithmic trend of students coming per 10 thousand population
Figure 3 is a complete contrast to the graph we looked at above. It differs from the first one only by the trend line (logarithmic), which does not give us reliable knowledge, and the reliability of the forecast is negligible.
Thus, only the first graph with a forecast reliability of R = 0.861 allows making forecasts for future periods.
As a result of the analysis of the educational services market in the Ulyanovsk region, it should be said that the number of students during 2005-2009. tends either to increase or decrease. A close connection between state and non-state universities has also been revealed.
The central problems identified during the analysis are the demographic crisis of youth in the Ulyanovsk region and high fees for educational services.
2.3 Prospects for education in Russia and the Ulyanovsk region
The State Duma, thanks to the United Russia party, which unanimously (314 votes) voted in favor, adopted a law according to which, from September 1, 2011, secondary education in Russia will become paid.
Our Constitution states that every person has the right to universal free education. How can this law be combined with our Constitution? Our officials have found a loophole in the law that allows them to simply reduce the amount of free education, but nowhere does it say by how much?
According to the adopted law, most social institutions - hospitals, schools and kindergartens - will switch from budget financing to self-sufficiency. In other words, the state will not pay for all of their activities, as it is now, but only a certain volume of services under state orders (subsidies). Social institutions will have to earn everything else on their own.
According to the law, budgetary institutions may have autonomous, budgetary or government forms. For government-owned ones, all cost items will be very clearly spelled out, right down to the amounts utilities, transportation costs and the purchase of office supplies. Money for them will, as now, be transferred through the treasury and strictly at a certain time. Most likely, this status will be given to orphanages, special schools, schools in colonies, and small schools.
Budgetary organizations will be allocated money not with a clear breakdown by expense lines, but in the form of subsidies. What is important is again through the treasury. Small details will not be discussed. The director of a school or the rector of a university has the right to independently decide how much to spend on repairs and how much, for example, on organizing a holiday and publishing a booklet. As before, schools that remain in “budget” status will be able to offer the services of paid clubs and additional classes, although they will have some reservations regarding the rights to dispose of profits. Apparently, among Russian schools such will be the majority for now.
The strongest, most competitive organizations that will receive the greatest financial freedom will become autonomous. They will be allowed not only to provide paid services and attract investments, but also to spend income solely at their own discretion.
The only thing a child can get for free is a few basic items. We are talking about the Russian language (2 hours per week), English (2 hours per week), mathematics (2 hours per week), physical education (2 hours per week) and history (1 hour per week). And for subjects such as drawing, music, computer science, physics, chemistry, biology, etc. the parent will have to pay. According to preliminary data, the cost of training per month will be about 6-7 thousand rubles. This is about 54-70 thousand per year and about 630 thousand for all 11 years of study. Note that the first three classes remain free and their program includes the entire set of subjects as before.
Considering that, according to official data, 40% of our population lives below the poverty line, a little more than a third of Russians will be illiterate and will not go to college due to the fact that the parents of these children will not be able to pay for education.
Note that maternity capital is now paid, which amounts to 343,278 rubles, but it is paid only if a second child appears in the family. Its main task is to help families improve their living conditions and pay for their child’s education. However, the above-mentioned amount is issued if you have two children, and with some simple calculations, the cost of education for two children in a secondary school for 11 classes will be about 1.2 million rubles. It should be taken into account that children still need to pay kindergarten, sports and entertainment sections, provide textbooks, buy school uniforms and much more. As a result, it turns out that on average a parent will have to spend about 20-25 thousand rubles per month on 1 child.
And it’s better not to talk about the fact that rural schools, which have not yet been optimized, will be finished off by the new law. After all, in a rural area, a school that has also been transferred to per capita funding simply cannot be profitable or self-sustaining. Which means it will simply be closed. The state’s refusal to directly finance most budgetary institutions and the transition to state assignments will make those few clubs that are still free also chargeable. Officials say that only additional classes beyond the program will need to be paid for. But will teachers have an incentive to provide normal knowledge during free hours?
Also on December 15, 2010, at a meeting of the State Patriotic Club of the United Russia party, a draft of a new educational standard for high school. Its main developer is the general director of the Prosveshcheniye publishing house, Alexander Kondakov. According to the project, only three compulsory lessons will be left for Russian high school students: life safety, physical education and new item: “Russia in the world.” The remaining disciplines are formed into 6 subject areas, from which teenagers will be able to choose only seven subjects for study.
Items to choose from:
Russian language and literature, native language and literature
Foreign language (first foreign, second foreign)
Social sciences (social studies, history, geography, economics, law)
Mathematics and computer science (mathematics, computer science, algebra, principles of mathematical analysis, geometry, computer science)
Natural sciences (natural science, physics, chemistry, biology, ecology)
Elective courses (art or subject of the school's choice - for national republics).
From these, you will need to choose the required level of training: specialized, basic or integrated (light), but no more than two subjects from one area. All additional disciplines are proposed to be paid.
Overcoming the educational crisis requires a comprehensive solution. We need not only money, but also a definition of the state’s position regarding educational standards. The development of not just qualification requirements from business for each of the specialties, but the formation of state requirements for education - secondary, special, higher.
In conclusion, it can be noted that when making this decision, the opinions of citizens of the Russian Federation were not taken into account; they were simply presented with the fact that starting next year they will have to pay for the education of their children. However, no one is going to reduce taxes for citizens; on the contrary, more and more new material benefits appear every year, which will soon probably be equal to the salary of the average resident of Russia.
The basic, innovative version of the development of the Russian economy assumes an increase in total expenditures on education to 6-7% of GDP in 2020 against 4.8% of GDP in 2008, including expenditures of the budget system - to 5-5.5% of GDP from 4 .1% of GDP. Strategic goal public policy in the field of education - increasing the availability of quality education that meets the requirements of innovative economic development, the modern needs of society and every citizen.
The developers identify four priority tasks in the field of education. The first of them is ensuring the innovative nature of basic education; it, in particular, involves the creation of federal and national research universities in the country.
The second task - modernization of educational institutions - involves, among other things, the creation of a system of support for gifted children and talented youth. The third is the creation of a modern system of continuous education, training and retraining of professional personnel.
The fourth task is the formation of mechanisms for assessing the quality and demand for educational services with the participation of citizens and public institutions.
The concept in the field of education will be implemented in two stages - until 2012 and from 2013 to 2020.
It is expected that by 2012 three or four world-class scientific and educational centers will be formed in Russia, which will integrate advanced scientific research and educational programs, as well as solve personnel and research problems of national innovation projects.
The share of investments from extra-budgetary funds in the total volume of investments in the field of vocational education is projected to be at least 25% by 2012. In modern conditions, by this time about 70% of students in schools, colleges, technical schools and universities will be studying.
At the same time, universities that provide low-quality services will be repurposed, merged with other institutions and demoted to the status of a technical bachelor's degree.
Educational institutions will be financed from private and public funds. All schools and at least 50% of vocational education institutions must switch to standard per capita financing.
As noted in the concept, by 2012 a national qualification structure should be formed taking into account the requirements of an innovative economy and professional mobility of citizens.
It is expected that by this time the diploma of higher education received in Russia will be supplemented by a pan-European supplement.
In addition, the concept provides for the transition of vocational education institutions to a system of targeted scholarships.
The document also envisages the creation in the country of a system of independent public and professional accreditation of educational programs and public ratings of educational institutions.
By 2020, at least 18 world-class scientific and educational centers should be formed.
The concept provides that by this time at least 50% of Russians of working age will be able to annually improve their skills.
A unified mechanism for state (final) certification of graduates will be introduced at all levels of the education system. The state will provide annual support to 100 organizations implementing the best innovative educational programs.
By 2020, at least 50% of working-age migrants will be required to have qualification certificates.
According to forecasts, income from studying foreign students in Russian universities should reach at least 10% of the funding of the education system.
It is expected that by 2020 Russian educational institutions will occupy positions in the top third of the international rating list.
At least 10-12 modern student campuses and support centers for gifted children and talented youth will be built at leading scientific and educational centers.
By 2020, the share of funds for scientific research conducted in universities will be increased to no less than 30% of the total expenditure on scientific research.
At least 15% of vocational education programs must be accredited by international associations operating in the Russian Federation.
By 2020, at least 12% of students will receive educational loans. At the same time, every student must study in modern conditions.
The share of foreign students in Russian universities will reach no less than 5% of the total number of students.
Increasing the competitiveness of Russian education will serve as a reliable criterion for its High Quality, and will also ensure the positioning of Russia as one of the leaders in the field of export of educational services.
The government of the Ulyanovsk region approved the concept of the regional target program “Development and modernization of the education system of the Ulyanovsk region until 2012.”
As the Minister of Education Oleg Midlenko reported at a meeting of the Government of the Ulyanovsk region, in accordance with the concept of the strategy for the socio-economic development of the Ulyanovsk region until 2012, the development of the regional education system until 2012 is aimed at solving the following strategic tasks:
1.improving quality and availability general education due to the introduction new system remuneration of general education workers;
2. transition to normative per capita financing;
3.development of a regional system for assessing the quality of education;
4.development of a network of educational institutions;
5.development of public participation in education management.
6.creation of equal starting opportunities for preschool children to continue their education in general education institutions;
7.organization of transportation of students from remote settlements to municipal educational institutions and delivery to their places of residence;
8.preservation, strengthening and restoration of the health of students, the formation of an education system based on sustainable motivation and the need to preserve their health and the health of others;
9.training of teaching staff and increasing their social status.
The main task is the creation in the region of an innovative, competitive education system and guaranteed provision of constitutional rights to all residents of the region to receive quality educational services, regardless of place of residence.
According to Oleg Midlenko, the concept included program activities from regional target programs: “Health of students in educational institutions of the Ulyanovsk region” for 2008-2012, “School milk” for 2007 - 2011, “Development of preschool education in the Ulyanovsk region” for 2007 - 2010 years and "School Bus" for 2007 - 2009.
It is expected that as a result of the implementation of the program the following indicators will be achieved:
1. The efficiency of education spending will increase by 10% due to optimization of the educational network;
2. The number of students per teacher will reach 12 people, which will increase the efficiency of budget expenditures by 10%;
3. Class occupancy in rural areas- 13 people, which will improve the quality of education in rural areas by 10% by increasing classes in parallel and involving specialists in teaching in each subject of the curriculum;
4. The percentage of participation of secondary school graduates in the Unified State Examination will reach 99.7%, which will allow for an independent assessment of the quality of education;
5. The creation of 25 educational (resource) centers will allow 50% of students to transition to specialized education;
6. Major repairs and equipment of 21 educational institutions will improve the material and technical base of educational institutions;
7.The incidence rate of schoolchildren will decrease by 5% per year;
8.The incidence of myopia will decrease by 12-16%;
9.The number of cases of poor posture will decrease by 16-20%;
10.The level of physical development of students will increase by 20–25%;
11. Coverage of organized physical education classes will reach 100%;
12. Hot meal coverage will increase to 75% of students (excluding buffet products);
13.The overall percentage of digestive diseases among students will decrease by 50%;
14. The coverage of children with preschool education services will reach 66% of the total number of preschool children;
15. A gradual increase in the number of places in educational institutions by 6274, including 150 places in short-stay groups;
16.Organization of 12 new school bus routes;
The adoption of the Concept will help increase the responsibility of subjects of educational legal relations, as well as intensify the activities of the Government of the Ulyanovsk region and public institutions in building a modern competitive education system in the Ulyanovsk region.
Conclusion
Education statistics is a branch of statistics that studies the activities of institutions: preschool; general education; primary secondary and higher vocational education; additional education.
At the level of the constituent entities of the Russian Federation, there is a need not only to monitor the development of education, but also to study the relationships and continuity of various types, stages, levels and forms of education in order to achieve high social efficiency and quality of services in the field of education.
The target numbers for admission to the first year and for the preparation of masters for 2011 are proposed to be kept at the 2010 level and set at 491.2 thousand people. At the same time, the number of students studying in federal educational institutions at the expense of budgetary funds in 2011 will be 173 people per 10 thousand population, which fully takes into account the need to maintain social guarantees for citizens when receiving higher education.
Today, the performance indicators of the education system in Russia are strongly influenced by the demographic factor and changes in the number of different age groups. If in preschool education the long decline in the number of students has ended and there has even been some tendency towards an increase in the number of children attending children's educational institutions, then in general education institutions the number of students continues to decline, and in educational institutions In primary vocational education, this process started not so long ago: a pronounced drop in enrollment has been observed here since 2004. In secondary vocational education there is also a reduction in enrollments. In higher education, enrollments continue to grow, but since the 2005/06 academic year, the number of students admitted to universities on a budgetary basis has begun to fall.
Between 2000 and 2007, the number of students in state and municipal secondary schools decreased by almost 30%. The consequence of this process was a significant reduction in the network of state and municipal schools and the number of teachers. From the 2000/01 to 2005/06 academic year, the network of these schools was reduced by approximately 1,200 - 1,300 schools per year, but from the 2005/06 academic year the process became more intensive: in the 2005/06 academic year, the network was already reduced by 1,700 schools, and in in the 2006/07 academic year - by another 2100. However, it should be noted that with a drop in enrollment of 28.5%, the number of state and municipal schools decreased by only 11.7%, and the number of teachers - by 13.3%.
According to Rosstat, in 2004, for the first time in 10 years, enrollment in state and municipal educational institutions of secondary vocational education (SSUZ) decreased. In 2005-2007, this trend continued. In 2007, enrollment in state and municipal secondary vocational educational institutions decreased by 26.1 thousand people, or 3.4%, compared to 2006. 238.1 thousand students, or 32.6% of the total number of those admitted to study at secondary vocational education institutions (in 2006 - 260.8 thousand, or 34.5%) began classes on the basis of full reimbursement of costs.
The total enrollment in universities in 2007 was 1681.6 thousand people, which is 24 thousand more than in 2006. At the same time, enrollment in state and municipal higher educational institutions increased slightly - by only 7.3 thousand people; Accordingly, the main increase in enrollment - by 16.7 thousand people - occurred at non-state universities.
Admission to budget places has fallen for three years in a row - its decline in 2005-2007 amounted to almost 60 thousand people, or 9.5%.
Bibliography
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6. Krakovsky, Yu.M., Karnaukhova, V.K. Methods of analysis and data processing for monitoring the regional market of educational services / Yu.M. Krakovsky, V.K. Karnaukhova.-M., 2007.-240 p.
7. Statistical yearbook for the Ulyanovsk region. According to catalog No. 0120.-Ulyanovsk., 2010.-169 p.
8.www.minobr.ulgov.ru - Ministry of Education of the Ulyanovsk Region - link current as of April 14, 2011 proud
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10.www.uln.ru-Territorial statistics body in the Ulyanovsk region - link current as of April 14, 2011
Romanova I.M.,
d.e. Sc., Professor of the Department of Marketing and Commerce
Shevchenko
ABOUT
.
M
.,
Postgraduate student of the Department of Marketing and Commerce
Far Eastern federal university, Vladivostok
Polupanova
IN
.
A
.,
intern at the Marketing Research Center
Far Eastern Federal University, Vladivostok
The article discusses approaches to defining the concept of “market of educational services”. The essence of the educational services market is determined. The structure is revealed and characteristics of the educational services market are given.
The market for educational services can be characterized as a system of direct and indirect socio-economic relations regarding the purchase and sale of the product “educational services”, which has a use value, market price determined by supply and demand. This system assumes that the consumer can choose the form and methods of satisfying the need for education.
Currently in economic theory The following approaches to defining the concept of “market of educational services” have been formed (Table 1).
We will consider the market for educational services as contractual relationships entered into by consumers and producers of educational services for the purpose of purchasing or selling a given educational service.
The essence of the educational services market is most fully manifested in its following functions:
– the function of self-regulation of the provision of educational services, manifested in the expansion of the scope of provision of services and an increase in prices for them as demand grows;
– a stimulating function, expressed in the introduction of new educational technologies that help reduce costs and lower prices for training specialists;
– functions of social significance of educational services in conditions of their absence;
– a regulatory function that establishes certain proportions in the provision of educational services and the exchange of them;
– the function of democratization, manifested in the differentiation of educational institutions and the liberation of education from non-viable elements.
The main subjects of market relations in the educational services market are: producers of educational services (educational institutions and individuals providing educational services on an individual basis); consumers of educational services (individuals, firms, enterprises, organizations, governing bodies, etc.); intermediaries (including employment services, labor exchanges, public institutions and structures that promote the promotion of educational services on the market, etc.).
Producers of educational services form the supply of these services on the market. The most active subject of market relations among these producers are educational institutions, which have a decisive influence on the structure of the services offered, and, consequently, market segmentation.
Consumers of educational services create demand for them. At the same time, society, firms, enterprises, organizations, etc. act, in essence, as intermediate consumers of educational services (customers, in a way).
Being interested in the most complete and effective satisfaction of their needs for educational services, they stimulate this consumption, including paying for these services in full or in part, creating various kinds of scholarship funds, etc.
The final consumer of educational services is a specific individual who serves as a material carrier of educational, professional, cultural and spiritual potential and uses it not only for the subsequent creation of public goods and improvement of his financial situation, but also to satisfy his non-material needs (cultural, spiritual, cognitive and etc.) .
Intermediary structures facilitate the effective promotion of educational services on the market and perform functions such as information, consulting, organizing the sale of educational services, resource support for education, etc.
The interaction of subjects of market relations in the educational services market is determined by the mechanism of its functioning. This mechanism is based on a set of general principles organization of market relations that determine the strategy and tactics of behavior in the market of producers, intermediaries and consumers of educational services.
The objects of the educational services market are: educational services offered for exchange, which are in certain demand; the nature of the market exchange of these services (specific objects of exchange and economic relations between subjects of the educational services market); quantitative parameters of demand and supply of educational services (boundaries of the educational services market and its segments); environmental (marketing) environment of the educational services market; trends in changes in the conditions of these services in a separate segment and in the market as a whole; competitiveness of educational services.
The range of educational services should also be included in the list of educational market objects, since along with the main criterion of content, thematic focus (profile) and specialization of education, the criteria of depth, thoroughness, duration of provision of educational services, their breadth, degree of fundamentality, as well as the degree of practicality are taken into account here. orientation towards solving problems of specific consumers.
Structuring the educational services market involves identifying its main structure-forming elements according to certain characteristics. The largest structure-forming elements of the educational services market, identified according to its essential characteristics, are producers of educational services and end consumers of these services with a complex and multidimensional set of their needs and interests.
There is a division of producers of educational services according to the organizational and legal forms of educational organizations. On this basis, state, municipal and non-state educational organizations are distinguished. This classification causes a lot of controversy. Firstly, in relation to producers of educational services, it is too conditional, since both those and other and third educational organizations, by the nature of their activities, are focused on solving the same government problems in the field of education. Secondly, in practice, such a classification led to an unjustified opposition of non-state educational organizations to state ones, which provoked unfair competition between them in the educational services market.
In this regard, it is more correct, in our opinion, to structure the market into groups of educational service providers based on the following characteristics: the composition of the founders, forms of education, educational programs being implemented, type of educational organization, status of the educational organization (Fig. 1).
The structuring of the market for educational services in terms of their supply can be carried out according to the same criteria by which groups of producers of educational services were distinguished. But in addition to such structuring, it is of interest to divide the market into groups of educational services according to parameters that reflect the specifics of their production. Based on these parameters, the educational services market can be divided into the following parts: educational services, the production of which is paid for from the federal and local budgets, from extra-budgetary sources, directly by the consumer or his sponsor; educational services, prices for which are regulated by the state, and educational services, prices for which are formed purely by market mechanisms; educational services intended for a group of consumers and for an individual consumer.
This division is necessary to assess the supply of educational services on the market, track trends in its changes, and determine the behavior strategy of subjects of market relations. This is important for educational service providers to make the right decisions management decisions, strengthening market positions, identifying potential competitors, increasing demand for their educational services, etc.
The educational services market is characterized by the following features:
1. Mismatch between the labor market and the educational services market. The disproportion between the structure and volumes of specialist training and the professional and qualification structure of labor demand is one of the significant factors that sets the quantitative and qualitative parameters of the imbalance. In practice, this is an inflated production of specialists in “fashionable” professions (law, economics, management, accounting, finance, etc.) to the detriment of training personnel for the reviving industry, social sphere and new market structures (Fig. 2).
2. A large time lag between the emergence of demand for specialists of a particular profile and the period when this demand can be satisfied.
According to the current contour of higher education, this is 3–5 years; for MBA programs, it is 1.5–2 years. The speed of transformations in the economy and, accordingly, the speed of changes in the structure of demand for specialists exceed the adaptation capabilities of the educational services market available today.
3. Demand in the educational services market has a pronounced regional localization, i.e. most applicants are consumers in the regional educational services market and most graduates are in demand in the regional labor market.
Crisis phenomena in the country have led to a stricter connection of the population to educational institutions in their region. The income level of consumers of educational services does not always allow them to provide training and accommodation in other regions of the country and abroad during the period of study.
4. Reduced demand for the services of primary vocational education institutions and, as a consequence, a reduction in their number. The demand for primary vocational education services is extremely low. Currently, about 88% of families prefer that their children receive higher education, and 57.4% are willing to pay for it. Against this background, the number of those oriented towards secondary and primary vocational education is negligible: if after the 9th grade 62% of students intend to continue their studies in a comprehensive school, then 11% go to a technical school, and only 5% go to a vocational school. Obviously, the plans of adolescents and their parents regarding studying in institutions of primary vocational education are influenced by the further employment of graduates of these institutions. The distinctive features of representatives of this socio-demographic group is their low competitiveness in the labor market due to the lack of sufficient qualifications, work experience and practical experience work .
5. One of the features characterizing the situation in the educational services market is the massification of higher education. If in the 1970s–1980s. the number of university students in the country was within 3–7% of the population, and the number of institutions of higher professional education reached 450–500, then from the beginning of the 2000s. the number of universities doubled (not counting the opening of numerous branches), and the number of students increased 1.77 times (Table 2).
The goal of obtaining higher education has become a generally accepted norm, demonstrated by all age, professional, regional and income groups. The need for a higher education diploma is mainly dictated by employers. Higher education is one of the main criteria by which an applicant is considered for a particular position. In 95% of cases, the employer requires a higher education diploma. The educational system has acquired the features of a market one: demand from applicants is growing every year, universities are in a hurry to respond with offers.
6. Decrease in the number of potential consumers of educational services due to negative demographic processes in the country. Since the mid-80s. last century, there has been a steady downward trend in the birth rate, which affects the number of potential graduates. Already today, educational institutions are experiencing a reduction in the flow of applicants due to the fall in the birth rate. In a few years, the student shortage will become especially noticeable. The demographic situation in the country contributes to improving the quality of educational services. As a result, we should expect increased competition between universities.
7. The dominant feature of the modern market of educational services is the rapprochement and integration of national education systems. Russia participates in international projects, actively exchanges students and teaching staff, and the traditions and norms of the world educational system inevitably penetrate into our educational space.
A reflection of the integration process is the cooperation of educational organizations and national educational systems in the development of uniform quality standards and units of measurement of teaching load. Currently, Russian universities are in the process of mastering the terms of the Bologna Declaration. Russia has committed itself to introducing a two-stage education system (bachelor's and master's degrees) by 2010. In the structure of Russian higher education, two qualification degrees are most widespread: bachelor and specialist (Table 3) - as opposed to master's programs, which are not popular enough, perhaps due to the lack of demand for masters in the labor market.
8. The main qualitative feature of demand parameters in the educational services market is the formation of a qualitatively new demand for a system of continuous specialized secondary (lyceum), pre-university secondary specialized (college), university, as well as additional, postgraduate education on the basis of a single university complex.
9. A significant feature shaping the modern market of educational services is the recently emerged direction of distance learning. It seems to be one of the most promising forms of development of educational services, which makes it possible to get the desired education without leaving home. Distance learning makes it possible to make quality education services more accessible and opens up new prospects for both consumers and sellers.
10. Specific feature Russian market educational services – dependence on the state. Until 1998, the budget of the education system was formed and executed line-by-line. That is, the budgetary allocations for the industry were determined by the ramifications of the network, staffing, the level of material and technical equipment, and only indirectly depended on the number of students. Now the budget is formed according to the rate of expenditure per student or pupil. A change in the number of students entails a change in budget funding. Ideally, this should lead to healthy competition between educational institutions: in the end, the winner is where the quality of the services offered is higher. Thus, the state stimulates competition between educational institutions, which should contribute to the qualitative growth of the services offered.
11. Increased monopolization of the educational services market and, as a consequence, an increase in prices for this type of service. Along with monopolistic universities in the field of educational services, using the pricing mechanism inherent in their status, there are also educational institutions operating in the oligopoly market and in the market of monopolistic competition. An example of universities operating in an oligopolistic market is the country's legal educational institutions. Prices in this market are based on the leader's prices and vary within certain limits. Now the cost of studying at universities ranges from 18 thousand to 300 thousand rubles. per semester.
In general, the view of the education system as a market for educational services, where seller and buyer meet, is still in its formation stage.
The consumer cannot yet take full advantage of the rights granted, and the seller is not ready to fully respond mobile and adequately to the educational demands of society.
Sources used
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Also on this topic.
Educational service:
Character traits educational services:
Intangibility - the service itself cannot be isolated in some material form, it is impossible to store and move the service, as well as carry out other actions with it that are possible for a material object (you can, for example, record a lecture, but it will not be fully produced - it will not visual, sound or emotional component);
Inseparability from the entity providing the service - the service is provided only in the process of activity of the entity providing this service. Termination of activity means termination of the service (the teacher left the class - his activity in providing the educational service ceased, and the service itself ceased (interrupted);
The ability to consume a service only in the process of its provision - termination of the service means at the same time the termination of its consumption (Students cannot receive knowledge and skills from the teacher if the teacher has left the class);
Inequivalence of the service and the result of its consumption - In the process of transferring knowledge from the teacher to the student, a double transformation of information occurs: the first time in the process of transmission by the teacher (from his own ideas into forms accessible to perception), the second time in the process of assimilation by the student, i.e. from forms that are accessible to perception to the student’s own ideas:
The teacher transfers his knowledge, skills and abilities to students, using the means, techniques and methods available to him, transforming the information he has into forms necessary and convenient for students to assimilate it;
Students perceive the transmitted knowledge to the best of their abilities and characteristics of perception, forming in themselves (note - individually, each separately) their own idea of the knowledge transmitted by the teacher, their individual knowledge, abilities and skills, forming their own new image perceived information.
An educational service (and any other service too) is a good because it brings some benefit to the person who consumes it. And this provides grounds for determining the price of this service, that is, some monetary equivalent of the benefit received by the consumer. An educational service is both a result of production and an object of consumption, therefore its movement from producer to consumer is presented in the form of a commodity exchange process (with simultaneous consumption). In other words, the producer of the service receives a monetary equivalent, and the consumer who paid the money receives an intangible benefit that is of some benefit to him. In general, this process does not make any difference between the purchase and sale of goods in the form of material objects.
The value of the service lies in increasing a person’s abilities, i.e., to gain opportunities to earn more money.
Market:
An educational service can be bought and sold like a product. Accordingly, all laws of market relations and conditions for ensuring the sustainability of these relations apply to the purchase and sale of educational services:
Buyers of educational services must have reliable information about what is happening on the market, about prices and quality of services from different sellers;
Opportunities should be created for new producers of educational services to freely and quickly enter and establish themselves in the market;
The advantage of large-scale production, which ruins small enterprises and leads to monopoly, should not exist;
The distribution of income should be more or less equal, since consumer sovereignty and the stability of the market economy depend on this.
In short, the main condition for the stability of market relations is complete freedom and, at the same time, complete equality of participants: producers must be able to provide any educational services, not interfere with each other, and not prevent the emergence of other producers; consumers should be able to consume the services they choose and choose the manufacturer.
Market failure:
- natural monopoly: arises in cases where the economies of scale in production are so great that one single firm will be able to provide the entire market for a given type of product or service, having lower costs per unit of output than other competing firms. In this situation, competition is unprofitable, and in some cases simply meaningless. A natural monopoly presupposes the presence of some “natural” resource, access to which is in some sense limited, or limited demand that can be satisfied by a limited number of producers.
“Limited” demand - demand for educational services: the number of children studying in school, although significant, is limited total number children of the corresponding age group and the factor of their settlement throughout the territory. Therefore, the demand for relevant educational services is also limited. If, for example, there is a higher educational institution (or several) in the regional center, then creating a new one makes sense only if there is a sufficiently large discrepancy between the student population and the number of people wishing to receive a higher education. The creation of a new educational institution will be associated with significant costs and, on this basis, a significant price for educational services, which, naturally, exceeds the price of an existing educational institution. Consequently, education, due to limited demand for its services, carries an element of natural monopoly.
(counteraction to the development of certain categories of educational institutions (private, for example) under the guise of the struggle for the quality of education, difficulties in opening new educational institutions (licenses, certification, accreditation), closing the access of private educational institutions to budget funds, including for conducting scientific research, etc. To be fair, it should be noted that these same means achieve improvement in the activities of existing educational institutions, but this does not eliminate the problem of monopoly)
- external effects: the consumption of this good by an individual influences other agents.
For employers: more qualified workers;
For fellow citizens: a smarter choice;
- public good: according to Belyaev S.A., education is not a public good, but refers to private goods that have the features of a public good.
Moreover, the set of these features and their assessment depend on the public perception of education and are probably different in different historical periods. A natural question arises: “Why is education in this case paid primarily by the state, i.e., by society?” The answer most likely falls into the category “this is how it happened historically.” At a certain stage, public assessment classified education as a benefit more public than private, without worrying about determining the quantitative value of this assessment. This assessment was appropriately formalized by law, the state assumed obligations to financial support education. Now it is almost impossible to refuse state funding of education or reduce its scale. All measures to “save” budget funds do not reduce expenses.
(Public goods:
The marginal cost of provision to an individual consumer is zero;
Consumption is characterized by significant external effects, i.e. the consequences of consumption do not appear immediately, outside the sphere of consumption of a given product (service), the scale of the consequences can significantly exceed consumption;
Preventing additional consumers from accessing the public good is either technically impossible or requires “prohibitively” high costs.)
Education as a good is available only to those who directly receive it, that is, to students. In general, there really are many in the state. But only those who study in a particular class or study group, since the educational service is consumed in the process of its provision. They consume the service in classes or groups of twenty-five people (or less, or a little more), one of which may or may not be included, even while located on the territory of a state, region or municipality. We won’t talk about the reasons for “not getting in”; it’s important that even getting into school can be problematic. Restricting access to the classroom is easy.
the main problem market: An important distinctive feature of an educational service as a product is the expressed information asymmetry, i.e. the impossibility (according to some estimates, the fundamental impossibility) of assessing the quality of the purchased service at the time of its consumption. What is the cause of information asymmetry? Perhaps it is not alone and consists in the fact that when purchasing and selling an educational service:
There is no generally accepted and generally understandable terminology that would allow the seller and buyer to equally understand the characteristics of the service and evaluate its benefits;
The result of consuming a service does not appear immediately (the so-called time lag) and, perhaps, not to the expected extent (you can overpay or underpay, depending on demand or relevance after receiving education);
Relationships are not about a material object, but about an immaterial interaction;
There is a “normal” distortion of information (as discussed above).
Related information.
Features of the educational services market
The consumer of this type of service, i.e. An educational person is a person who has a need for information, as well as a person who wants to gain knowledge for their further use in production and other labor activity, as well as those who want to increase their competitiveness in the labor market. A distinctive feature of this market area is that the consumer is an active subject of service creation. He is a consumer and participant in the educational process.
All this gives particular importance to the role of the consumer, who makes a specific choice of his future specialty and specialization, the timing, place and form of training, sources of its financing, as well as the choice of his future place of work.
Therefore, when developing a strategy for promoting the brand of an educational center, the personality of the student (current and potential consumer) should be the focus of attention, information flows and communications, and other marketing communications.
Organizations and enterprises play an important role in organizing educational services. They carry out the following. functions in relation to educational institutions:
informing educational institutions about the demand for certain specialties;
establishing requirements for the quality of educational services and for labor force in terms of professional requirements. Assessing the quality of education.
reimbursement of costs, payment for educational services provided.
The subjects of the educational services market are various training centers. Types of entities providing educational services: preschool institutions, schools, secondary specialized educational institutions, higher educational institutions.
Let us dwell in more detail on higher education.
Universities (or higher education institutions): university, academy, institute, college.
Universities develop education, science, and knowledge in any field by conducting scientific research and training in the widest range of areas. These are leading centers for the development of education in general.
Academies operate primarily in one of the fields of science, technology and culture, and act as leading scientific and methodological centers in their field of activity. They train highly qualified specialists and retrain management personnel of a certain industry (group of industries).
The institutes implement educational and professional programs at a level not lower than basic education in a number of areas of science, technology and culture and carry out scientific research.
Colleges implement educational and professional programs of higher education of the first level and secondary professional level.
General educational institutions provide educational services that vary in level of general education: primary - 3-4 years, basic - 5-6 years, secondary (complete) - 10-11 years. Recently, their services have become increasingly different in content, a profile has appeared: profiling classes, in-depth study certain items, additional education, differentiated learning. Some general educational institutions provide humanities (gymnasiums) or natural science, technical (lyceums) education.
There are also general educational institutions focused on education for special categories of students, for example, persons serving sentences in prison.
From a marketing point of view, the functions of an educational institution include:
Provision of educational services, transfer of desired and necessary knowledge, skills and abilities
Production and provision of related educational services (for example, methodological manuals, scientific journals)
Providing information and intermediary services to potential and actual students and employers
Educational institutions, as entities that form and offer educational services to the market, play a decisive role in the development of marketing in the field of education.
Intermediary structures in the educational services market are still at the stage of formation and deployment of their marketing activities. These include employment services and labor exchanges, educational funds, etc. They promote the effective promotion of educational services in the market and can perform such functions as:
Accumulation, processing, analysis and sale (provision) of information on market conditions, consulting other subjects of the educational services market;
Participation in accreditation processes of educational institutions, implementation of advertising activities;
Formation of sales channels, organization of conclusion and assistance in execution of transactions;
Participation in financing, lending and other forms of material and resource support for producers and consumers of educational loans.
Education, like other services, is intangible, not tangible until the moment of purchase. To convince consumers to use a service, service providers try to formalize the service parameters that are most significant for the buyer and inform consumers about them through various communications. In education, these important service parameters for the buyer are: educational plans and programs; information on methods, forms and conditions for the provision of services; certificates, licenses, diplomas.
Services are inseparable from the entities providing them. In education, the quality of service directly depends on the teacher. The demand for the service also depends on this entity.
Sociability, goodwill, the ability to control oneself, and inspire trust are mandatory requirements for workers in the service sector, especially in educational ones. The peculiarity of the latter is that their consumption begins simultaneously with the beginning of their provision. Moreover, the technology for providing educational services itself includes active interaction with their future consumer (for example, “pedagogy of cooperation”).
Services are inconsistent in quality. This is due to the fact that subjects, i.e. teachers providing services, may behave differently under the influence of various factors, as well as the impossibility of defining strict standards for the processes and results of service provision. The inconsistency of educational services has another reason - the variability of the student.
Services are not saved. For educational services, non-preservation has two aspects. On the one hand, this is the impossibility of procuring services in full in advance and storing them as material goods in anticipation of an increase in demand. However, for educational services this feature seems to be mitigated, since at least educational information can be recorded on tangible media. But for educational services there is another side of unstorability - the natural forgetting of information and knowledge received by a person. In education, scientific and technological progress operates in the same vein, leading to the rapid obsolescence of knowledge. Social progress also contributes to the obsolescence of knowledge in a number of disciplines, especially in a rapidly changing society, during periods of transition. All this makes it very relevant to further support educational services during the work of graduates and sets the requirement for continuity of education.
The range of educational services as an object of marketing is very extensive. The basis for the classification of educational services can be the International Standard Classification - this is a classification of educational programs compiled in accordance with the levels of education. The term “program” refers to a planned series of training activities in a specific subject or transfer of a set of skills, with the goal of preparing students for the next course of study, for a specific profession, or simply to increase the volume of their knowledge to a certain level.
In this area, there are also criteria for depth, thoroughness, duration of training, as well as the degree of practicality, etc. All this closely interacts with the quality criterion.
Educational services themselves are often supplemented by related services, the transfer of material or materialized products, the owners or producers of which are educational institutions. These are information, consulting, expert, engineering services, leasing (rental of machinery, instruments and equipment, communication channels, as well as premises and territories)
Implemented together with educational services (or independently) intellectual property employees and teams of educational institutions - inventions, patents, research programs, training and practical work, other innovative services and products, as well as the trademarks of producers of such services - names, logos, trademarks, etc.
A promising strategy for promoting scientific and educational schools, the personality of scientists and teachers, teachers.
Large educational institutions also actively use organizations created under them or with their participation, including joint ventures, for promotion purposes. The objects of marketing are also the services of hostels, catering establishments at educational institutions, the services of their sports and health centers, etc.
All this is included in educational services, which represent a complex of marketing in the field of education.
Functions and principles of marketing educational services
In developed markets, the marketing mix includes product policies (quality, assortment, service), pricing, promotion (advertising, PR, sales promotion, direct marketing), sales. In services, an important issue is the selection of personnel (selection, training, labor organization and incentives, rewarding personnel).
Marketing functions starting from market research, planning and implementation.
Basic issues of marketing educational services:
Whom to teach?
An educational institution faces a very difficult problem of determining which applicant to target, who to invite and select, who will make up the student population: those who have no problems paying for educational services; those who are easier to teach (including both due to the existing stock of knowledge or due to the ability to perceive and master it); those who are able to quickly “learn and pass” the material they have covered? Any of these groups does not guarantee the ability to effectively use and consume the results of educational services.
Why and what to teach?
This double question is closely related to the specific structure of the needs of target groups of clients and characterizes the choice of goals (therefore it is related to the first question) and means of the educational process, the search for the optimal balance between general cultural, fundamental and special, applied knowledge.
How long to study?
It is necessary to choose in which cases it is advisable to reduce or increase the duration of training, to use the principle of external training, a multi-stage approach to education.
Where to study?
This refers to the choice of the type of educational institution, taking into account its location: in the educational institution itself, in its branch, in a capital university under an agreement with it, in a foreign educational institution, etc.
How to teach?
Although the technology of manufacturing goods and providing services is traditionally not included in the close attention of marketing, the already identified features of educational services make it necessary to do so. The question breaks down into at least three fundamental aspects: form of education (full-time, correspondence, mixed, etc.); teaching technology (traditional, game, activity); technology of monitoring and evaluation (including in current, phased and resulting modes).
Who will teach?
This issue, which is practically not considered in the marketing of goods, becomes particularly important for the marketing of educational services. A choice is made: an experienced teacher, consultant, Researcher, graduate student, practitioner, teaching colleague. Looking for optimal combinations various options.
How to teach?
The types and directions of use of educational and methodological tools are determined, including knowledge visualization tools, individualized control, programmed education, training, etc.
Education service parameters:
Characteristics of who will be trained
Learning Objectives
Duration and schedule of training
Type of educational institution, taking into account its location.
Technologies of training, control of its results.
Characteristics of personnel providing educational services.
Types of educational and methodological tools and directions of their use
Tuition price
Methods of recruiting applicants
These points reveal marketing issues, i.e. product, pricing, sales, communication policy.
The purpose of marketing educational services: long-term commercial relations of all market entities, as well as the possibility of creating a favorable and broad social effect in the form of reproduction of the national intellectual product.
Marketing functions include researching the educational services market, identifying promising services and the need for renewal, determining the optimal volume, quality, assortment and service, pricing, communication policy, promotion and sales of educational services, as well as their support in the consumption process.
Marketing of educational services must ensure its own reproduction and development, solving personnel problems for carrying out marketing activities in education. Those. This is the organization of various events to improve the skills of employees or recruit new employees.
The specifics of marketing are determined by the differences in educational institutions. We are most interested in higher education institutions and additional education. First of all, their personnel composition is important - teachers. The peculiarity is that educational organizations largely depend on the requirements and requests of employers, who subsequently hire students.
Principles of marketing educational services:
Concentrating the university's resources on providing educational services that are really needed by consumers in the regional market segments chosen by the institution.
Understanding the quality of an educational service as a measure of satisfying the need for it. Therefore, unnecessary services cannot be of high quality. Moreover, any qualitative difference between a given service and another is significant not in itself, but depending on the subjective weight of the need that the measured property or service characteristic is aimed at satisfying.
Consideration of needs not in a narrow, but in a broad sense, including beyond the traditional, known ways of satisfying them. A university cannot limit itself to providing educational services of one type. Variations in in this case vital
Satisfying the current need for specialists, but also forecasting demand dynamics
Dominance of long-term orientation
Continuity of collecting and processing information about the state of the labor market in the region and its reactions.
The optimal combination of centralized and decentralized management methods - the center of management decisions is moved as close to the consumer as possible.
Situational management - making decisions not only within a set time frame, but also as new problems arise, are discovered, and the situation changes.
Subjects of marketing are teachers and educational organizations.
The mission of marketing in education is the formation and implementation of a strategy for accumulating human knowledge.
Conclusions on the first chapter
This chapter examined the theoretical foundations of the promotion strategy: the concept of “Brand” was revealed and the essence of branding was defined, methods for developing a brand promotion strategy were considered, as well as the features of the services market and the features of promotion in the services market were considered.
The features of the educational services market and its difference from other markets are considered.
Methods of website development have been studied. The main stages of creating a website are considered. Internet promotion methods have also been studied. Information is given on determining the effectiveness of a web resource.
The promotion strategy consists of a set of activities that are determined during market analysis and competitive analysis. The strategy is also designed for long-term goals, which ensures the company’s development in the market.