Structural imbalances of regional higher education systems and the labor market
Abstract: Introduction: the article analyzes the higher education efficiency and discusses problems and imbalances in its development. Objectives: to determine the relevance of the areas of training offered by the higher education institutions to the economy structure and the needs for specialists in the labor market, to assess the balance of regional higher education systems. Methods: methods of comparative, statistical, graphical and cartographic analysis of the data available from Unified Interdepartmental Informatio… Show more
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Problems of training specialists in the field of digital transformation: The experience of Russia
Introduction. The structural reorganisation of the Russian economy will require a revision of approaches to training specialists in the field of information technology in the context of the “war for talents” unfolded in the world. HR digital revolution (digital transformation) is one of the conditions for Russia’s breakthrough into the sixth technological order to ensure digital sovereignty in Russia.Aim. On the basis of identifying significant problems in the adaptability of the Russian higher education system to provide national economy with personnel, the present research aimed to formulate approaches to the strategy aimed at determining the number of university admission quotas in training programmes related to digital transformation.The literature highlights two serious problems regarding the policy of distribution of admission quotas for higher education programmes: 1) the allocated admission quotas for the most part do not correspond to the structure of the regional economy; 2) violation of the norm of the number of students per 10 thousand of the population aged 17 to 30 years, as a result, in some regions, the number of school graduates significantly exceeds the number of budget places in universities. The hypothesis of the study consists in the assumption that the policy of distribution of admission quotas for training in higher education programmes is flexible, providing for an increase in enrolment for training in areas related to information and communication technologies with an increase in “demand” for training in these areas.Methodology and research methods. The work was carried out on the basis of a systematic approach. Theoretical research methods (methods-operations) were used: analysis (literature on the research problem, normative documents), comparison and generalisation, induction, synthesis. The main theoretical method-action was the inductive-deductive method. At the first stage of the study, the analysis of the number of students enrolled for full-time study (computer science and computer engineering) at the expense of federal budget allocations (period 2016–2021) was carried out. As a result of data generalisation in certain areas of training and comparative analysis of the number of applicants with the allocated admission quotas, the discrepancy (gap) between compared values was established. At the second stage of the research, similar methods were used in areas related to computer and information sciences and information security to confirm the systemic nature of the identified phenomenon.Results and scientific novelty. Based on the analysis of the admissions (period 2016– 2021) to the specialities related to information technology (computer science and computer engineering, computer and information science, information security), the author has identified a gap between admission to the university and admission quotas. The essence of this gap is that in the analysed areas of training, the number of full-time students accepted for full-time education at the expense of federal budget allocations is significantly lower than the volume of allocated admission quotas. Thus, according to the enlarged groups of specialities (EGS) “Computer Science and Computer Engineering”, the number of accepted undergraduate and graduate programmes was less than the allocated admission quotas for 37519 university places (17075 + 20444); the gap in the speciality “Computer and Information Sciences” (bachelor degree programme + master degree programme) was 3584 (1722 + 1862); “Information Security” (bachelor degree programme + specialist degree programme) – 4082 (1393 + 2689). The possible causes of the gap are analysed and proposals are formulated to improve the institutional provision of training for digital transformation.Practical significance. The research results can be used to adjust the strategy for the development of scientific and educational sphere.
Problems of training specialists in the field of digital transformation: The experience of Russia
Introduction. The structural reorganisation of the Russian economy will require a revision of approaches to training specialists in the field of information technology in the context of the “war for talents” unfolded in the world. HR digital revolution (digital transformation) is one of the conditions for Russia’s breakthrough into the sixth technological order to ensure digital sovereignty in Russia.Aim. On the basis of identifying significant problems in the adaptability of the Russian higher education system to provide national economy with personnel, the present research aimed to formulate approaches to the strategy aimed at determining the number of university admission quotas in training programmes related to digital transformation.The literature highlights two serious problems regarding the policy of distribution of admission quotas for higher education programmes: 1) the allocated admission quotas for the most part do not correspond to the structure of the regional economy; 2) violation of the norm of the number of students per 10 thousand of the population aged 17 to 30 years, as a result, in some regions, the number of school graduates significantly exceeds the number of budget places in universities. The hypothesis of the study consists in the assumption that the policy of distribution of admission quotas for training in higher education programmes is flexible, providing for an increase in enrolment for training in areas related to information and communication technologies with an increase in “demand” for training in these areas.Methodology and research methods. The work was carried out on the basis of a systematic approach. Theoretical research methods (methods-operations) were used: analysis (literature on the research problem, normative documents), comparison and generalisation, induction, synthesis. The main theoretical method-action was the inductive-deductive method. At the first stage of the study, the analysis of the number of students enrolled for full-time study (computer science and computer engineering) at the expense of federal budget allocations (period 2016–2021) was carried out. As a result of data generalisation in certain areas of training and comparative analysis of the number of applicants with the allocated admission quotas, the discrepancy (gap) between compared values was established. At the second stage of the research, similar methods were used in areas related to computer and information sciences and information security to confirm the systemic nature of the identified phenomenon.Results and scientific novelty. Based on the analysis of the admissions (period 2016– 2021) to the specialities related to information technology (computer science and computer engineering, computer and information science, information security), the author has identified a gap between admission to the university and admission quotas. The essence of this gap is that in the analysed areas of training, the number of full-time students accepted for full-time education at the expense of federal budget allocations is significantly lower than the volume of allocated admission quotas. Thus, according to the enlarged groups of specialities (EGS) “Computer Science and Computer Engineering”, the number of accepted undergraduate and graduate programmes was less than the allocated admission quotas for 37519 university places (17075 + 20444); the gap in the speciality “Computer and Information Sciences” (bachelor degree programme + master degree programme) was 3584 (1722 + 1862); “Information Security” (bachelor degree programme + specialist degree programme) – 4082 (1393 + 2689). The possible causes of the gap are analysed and proposals are formulated to improve the institutional provision of training for digital transformation.Practical significance. The research results can be used to adjust the strategy for the development of scientific and educational sphere.
Personnel Training for Green Economy Development in Russian Regions, the Role of Biotechnologies
Green economy is considered to be an acute type of activity, whose goal is to provide preventive measures and counteract growing negative anthropogenic effects on the environment. Thus, the article researched strategic plans of Russian regions aimed at green economy development by using biotechnologies and analyzed specialized training for skilled personnel, as it is essential to introduce eco-biotechnologies for this type of work. The authors summarized two rounds of lexicometric analysis of economic development strategies in 85 regions of the Russian Federation. Twenty universities from eleven regions-leaders were selected for further more detailed investigation. Specific features of training of skilled personnel for green economy in selected universities were analyzed with due regard to the effective lists of enlarged groups of staff training specializations in combination with relevant professions connected directly or indirectly with sciences of life. On this basis a specific block of eleven taxons was formed, which were numbered according to the adopted symbols of enlarged groups of training specializations and professions of the education system in Russia. Through using the marked-out taxons twenty selected universities were examined and the information block was collected, which was used to build the data base of specific features of skilled personnel training for green economy. The obtained results show misbalance in the organization of education in Russian regions dealing with personnel training for green economy. Besides, the analysis of investigated universities, conducted by taxonomy method showed the expediency of correcting students’ distribution by education level in order to provide an opportunity to use advanced technologies for green economy development.
Problems of Training Specialists in the Field of Materials Science, Materials Technologies and Metallurgy
Technological sovereignty of Russia largely depends on the effectively functioning system of engineering personnel training, the basic directions of which are considered to be those related to metallurgy, materials science and materials processing technologies. The article is aimed at determining the systemic problems of personnel training in the above-mentioned directions and suggesting possible ways to eliminate the problems. The first stage of the study analyzed the dynamics of admission and graduation of bachelors and masters in the enlarged group of 22.00.00 “Technologies of Materials” from 2016 to 2022. At the second stage the contingent preservation was assessed for Bachelor’s and Master’s degree programs on the basis of comparing the number of students studying in the first year and the number of graduated students. The following was established: a) the gap between the admission control figures (ACF) and the number of students admitted to study in the corresponding educational programs at the expense of federal budget allocations; b) relatively low values of student contingent retention. Bachelor’s degree programs are characterized by a “negative” gap between the number of those admitted to study under bachelor’s degree programs and the allocated Admission control figures i.e. the number of those admitted is less than the ACF; for Master’s degree programs, a “positive” gap has been recorded since 2019, i. e. the number of those admitted to study was higher than the ACF. The retention rate of the contingent in bachelor’s degree programs related to the study of materials science and materials technology is about 64%; metallurgy - about 54%. The retention rate of the contingent in the master’s program tends to decrease and amounts to about 70%. The reasons for the identified problems and ways to solve them are formulated.
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