2 research outputs found
Global trends of the digital economy development
There is still no single harmonized concept of βDigital economyβ inthe world, and we are talking about digital technologies and their impact on the economies of countries. The aim of this article is to identify global trends in the digital economy development and its tools βdigital technologies. In particular, in the developed countries of the world, the culture of using digital technologies is higher, and involves not only the use of postal communication systems, but also banking services, searching for information, etc. While in developing countries, this level of culture is only being formed.TodavΓa no existe un concepto armonizado ΓΊnico de "economΓa digital" en el mundo, y estamos hablando de las tecnologΓas digitales y su impacto en las economΓas de los paΓses. El objetivo de este artΓculo es identificar las tendencias mundiales en el desarrollo de la economΓa digital y sus herramientas: las tecnologΓas digitales. En particular, en los paΓses desarrollados del mundo, la cultura del uso de tecnologΓas digitales es mayor e implica no solo el uso de sistemas de comunicaciΓ³n postal, sino tambiΓ©n servicios bancarios, bΓΊsqueda de informaciΓ³n, etc. Mientras que en los paΓses en desarrollo, este nivel de la cultura solo se estΓ‘ formando
ΠΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΏΡΠΈΡΠΎΠ΄Π° ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ: ΠΎΠ±ΡΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠΎΠ΄Ρ ΠΎΠ΄Ρ ΠΊ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅
In the period of structural and qualitative changes in the Russian economy, the development of the labor market and the educational services market, the effectiveness of economic education is largely determined by the level of formation of economic competencies of students. The development of the diversification process required bringing the education system in line with the requirements of market relations, the principles of alternatives and variability, ensuring the quality of education, which is the most important condition for the specialist's demand in the labor market. The target component of the model of formation of students' economic competences by definition includes the goals and objectives of economic training. The increased demand for economic knowledge has led to new forms of economic education. The activity component in the model of formation of economic competencies focuses on the fact that in the domestic system of education in relation to the vocational school there was a long-term practice of compiling the qualification characteristics of a specialist, which fixed the requirements for knowledge, skills and abilities of graduates of various specialties, where in addition to the knowledge paradigm there were the terms βreadinessβ, βabilityβ, βresponsibilityβ, βunderstandingβ and βworldviewβ, expanding the close framework of such a paradigm. The main idea of the activity approach in education is not connected with the activity itself, but with the activity as a means of formation and development of the student's personality. The content component of the model involves the formation of students' economic competencies in the form of key, professional and additional economic competencies at different levels of professional education, taking into account training in economic and non-economic specialties.Π ΠΏΠ΅ΡΠΈΠΎΠ΄ ΡΡΡΡΠΊΡΡΡΠ½ΡΡ
ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ Π² ΡΠΎΡΡΠΈΠΉΡΠΊΠΎΠΉ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΠΊΠ΅, ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΡΠ½ΠΊΠ° ΡΡΡΠ΄Π° ΠΈ ΡΡΠ½ΠΊΠ° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΡΠ»ΡΠ³ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΎ ΠΌΠ½ΠΎΠ³ΠΎΠΌ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ ΡΡΠΎΠ²Π½Π΅ΠΌ ΡΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½Π½ΠΎΡΡΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ². Π Π°Π·Π²ΠΈΡΠΈΠ΅ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π΄ΠΈΠ²Π΅ΡΡΠΈΡΠΈΠΊΠ°ΡΠΈΠΈ ΠΏΠΎΡΡΠ΅Π±ΠΎΠ²Π°Π»ΠΎ ΠΏΡΠΈΠ²Π΅Π΄Π΅Π½ΠΈΡ ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠ΅ Ρ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡΠΌΠΈ ΡΡΠ½ΠΎΡΠ½ΡΡ
ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ, ΠΏΡΠΈΠ½ΡΠΈΠΏΠ°ΠΌΠΈ Π°Π»ΡΡΠ΅ΡΠ½Π°ΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΈ Π²Π°ΡΠΈΠ°ΡΠΈΠ²Π½ΠΎΡΡΠΈ, ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ, ΡΡΠΎ ΡΠ²Π»ΡΠ΅ΡΡΡ Π²Π°ΠΆΠ½Π΅ΠΉΡΠΈΠΌ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ΠΌ Π²ΠΎΡΡΡΠ΅Π±ΠΎΠ²Π°Π½Π½ΠΎΡΡΠΈ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ° Π½Π° ΡΡΠ½ΠΊΠ΅ ΡΡΡΠ΄Π°. Π¦Π΅Π»Π΅Π²ΠΎΠΉ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΠΏΠΎ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ Π²ΠΊΠ»ΡΡΠ°Π΅Ρ ΡΠ΅Π»ΠΈ ΠΈ Π·Π°Π΄Π°ΡΠΈ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ. ΠΠΎΠ·ΡΠΎΡΡΠΈΠΉ ΡΠΏΡΠΎΡ Π½Π° ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π·Π½Π°Π½ΠΈΡ ΠΏΡΠΈΠ²Π΅Π» ΠΊ ΠΏΠΎΡΠ²Π»Π΅Π½ΠΈΡ Π½ΠΎΠ²ΡΡ
ΡΠΎΡΠΌ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΡΠΉ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ Π² ΠΌΠΎΠ΄Π΅Π»ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π°ΠΊΡΠ΅Π½ΡΠΈΡΡΠ΅Ρ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ Π½Π° ΡΠΎΠΌ, ΡΡΠΎ Π² ΠΎΡΠ΅ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΡΠΈΠΌΠ΅Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎ ΠΊ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠ»ΠΎΠΆΠΈΠ»Π°ΡΡ ΠΌΠ½ΠΎΠ³ΠΎΠ»Π΅ΡΠ½ΡΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠ° ΡΠΎΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΊΠ²Π°Π»ΠΈΡΠΈΠΊΠ°ΡΠΈΠΎΠ½Π½ΡΡ
Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ°, Π² ΠΊΠΎΡΠΎΡΠΎΠΉ Π·Π°ΠΊΡΠ΅ΠΏΠ»Π΅Π½Ρ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡ ΠΊ Π·Π½Π°Π½ΠΈΡΠΌ, ΡΠΌΠ΅Π½ΠΈΡΠΌ ΠΈ Π½Π°Π²ΡΠΊΠ°ΠΌ Π²ΡΠΏΡΡΠΊΠ½ΠΈΠΊΠΎΠ² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΠ΅ΠΉ, Π³Π΄Π΅ ΠΏΠΎΠΌΠΈΠΌΠΎ ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΡ Π·Π½Π°Π½ΠΈΠΉ ΠΏΠΎΡΠ²ΠΈΠ»ΠΈΡΡ ΡΠ΅ΡΠΌΠΈΠ½Ρ βΠ³ΠΎΡΠΎΠ²Π½ΠΎΡΡΡβ, βΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΡβ, βΠΎΡΠ²Π΅ΡΡΡΠ²Π΅Π½Π½ΠΎΡΡΡβ, βΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅β ΠΈ βΠΌΠΈΡΠΎΠ²ΠΎΠ·Π·ΡΠ΅Π½ΠΈΠ΅β, ΡΠ°ΡΡΠΈΡΡΡΡΠΈΠ΅ ΡΠ΅ΡΠ½ΡΠ΅ ΡΠ°ΠΌΠΊΠΈ ΡΠ°ΠΊΠΎΠΉ ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΡ. ΠΡΠ½ΠΎΠ²Π½Π°Ρ ΠΈΠ΄Π΅Ρ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠΈ ΡΠ²ΡΠ·Π°Π½Π° Π½Π΅ Ρ ΡΠ°ΠΌΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ, Π° Ρ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ ΠΊΠ°ΠΊ ΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ°. Π‘ΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½Π°Ρ ΡΠΎΡΡΠ°Π²Π»ΡΡΡΠ°Ρ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΏΡΠ΅Π΄ΠΏΠΎΠ»Π°Π³Π°Π΅Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ² ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² Π²ΠΈΠ΄Π΅ ΠΊΠ»ΡΡΠ΅Π²ΡΡ
, ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΈ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΡΡ
ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π½Π° ΡΠ°Π·Π½ΡΡ
ΡΡΠΎΠ²Π½ΡΡ
ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Ρ ΡΡΠ΅ΡΠΎΠΌ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΠΏΠΎ ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΈ Π½Π΅ΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΠΌ ΡΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΡΡΡΠΌ