The characteristic feature o f the higher economic education model, realized in the most of the European countries nowadays, is the co-existence o f the German and American modelsyesBelgorod State Universit

Kamyshanchenko, E. N.

Stepanenko, S. N.

DSpace at Belgorod State University

тронный ресурс]: Информационное письмо Министерства финансов РФ // Справочная правовая си­стема «Консультант Плюс»3. О едином таможенно-тарифном регулировании Таможенного союза Республики Бела­русь, Республики Казахстан и Российской Федерации [Электронный ресурс]: Решение Межгосудар­ственного Совета ЕврАзЭС от 27 ноября 2009 г. № 18 // Справочно-правовая система «Консультант Плюс»4. Об избежании двойного налогообложения и предотвращения уклонения от уплаты нало­гов в отношении налога на доходы и капитал [Электронный ресурс]: Соглашение между Правитель­ством РФ и Федеративной республикой Германия от 29 мая 1996 г. // Справочная правовая система «Консультант Плюс»INTERNATIO NAL EXPERIENCE OF THE H IG H ER ECONOM IC EDUCATION REALIZATION:M ODELS OF EDUCATIONS. N. Stepanenko, E.N. KamyshanchenkoBelgorog, RussiaNowadays education is becom ing one o f  the m ost important arguments in the formation o f  the sta te’s economic policy. The real step tow ards a com m on European higher education was the signing o f  the Bologna declaration. The m ain idea o f  this activity is to create an open European higher education systems, which could, both, preserve and protect the cultural heritage o f  the countries, and contribute to the creation o f  a common space o f  teaching and learning [3]. In this regard, it becom es urgent for Russia to create a m odel o f  education understandable and acceptable in Europe and the world. To do this, it is neccessary to determine how  com parable the m odels o f  multilevel training in the EU, the U .S., and R ussia are.In the field o f  higher economic education, w hich is developing intensively in today's world, tw o main m odels o f  the higher economic education are realized: European and American. Both o f  them  have dem onstrated their success in the m arket economy and becom e the prototypes o f  the economic education systems in other countries.The basic foundation o f  the European m odel o f  econom ic education is the model realized in Germany. The German model is based on the separation o f higher education in economic sci­ences in the universities, and training in econom ics in the system o f  additional (postgraduate) edu­cation [2]. The German model can be characterized by the division o f  econom ic education into the "pre-experience" and "post-experience” depending on whether the student has had practical expe­rience in the field o f  economy or not. The m ain activity in the area the "pre-experience" higer eco­nom ic education, im plem ented in Germ any -  is the full-time higher professional education when the students study economics, law, engineering, etc. at the scientific level. "Post-experience" eco­nomic education consists o f  the regular participation o f the practitioners w ith a higher or special­ized secondary education in the short-term and m edium -term  training program s that focus on spe­cific issues o f  economics.The model o f  econom ic education typical for Germ any is used in Austria, Belgium, Fin­land, Japan and some other countries. Germ any has made a rem arkable progress in the economic, industrial and social development, and the role o f  experts in the field o f  economy, educated in German schools, is obvious. B ut principles o f  this system are rather conservative, especially from the point o f  view  o f  m odem  requirem ents to im prove the adaptability and flexibility o f  the expert econom ist in a perm anently changing environm ent [1].The Am erican economic m odel o f  higher education is based on the private business schools, w hich are the m ain centers o f  economic education. In this m odel, relevant training centers provide a variety o f  training programs: they teach students w ho graduated from the high schools, as well as people with higher education, having real practical experience.A s part o f  the education m odel, originated and developed in the United States, higher pro­fessional education in the field o f  economics is a two-step proccess. The first stage is completed in 4 years (after finishing o f  the relevant faculty (school) w ithin the public or private university or independent private college) w hen the student get the Bachelor's degree. Complete higher eco­nomic vocational education requires the M aster's degree, w hich is got in 1-2 years, after acquiring some practical experience. There is a  clear division between the degree and non-degree programs in the American model o f  the higher economic education. D egree program s generally correspond to the Russian degrees o f  "bachelor" and "master" and the qualification o f  a "specialist". Speciali­zation in the U.S. undergraduate program s begins from the 3- 4 year o f  the study. In the same pe­riod, the students w ho are going to continue their education, often take courses necessary in future, when getting the m aster’s degree.The U.S. approach to the creation o f  schools o f  business and economics has gone beyond national boundaries and become the property o f  the global community. The American model o f  economic education is realizes in m odem  Britain, Denmark, N orw ay, Cyprus , etc.The characteristic feature o f  the higher economic education model, realized in the most o f the European countries nowadays, is the co-existence o f  the German and American models. For example, France, Spain, Italy, the Netherlands, Canada, A ustralia and others, use the "mixed" model o f  the higher econom ic education. Various transitional m odels o f  the higer economic edu­cation (Russia, some Central European countries, Brazil, Argentina, India, China, etc.) tend to jo in  them.In this regard, it is interesting to study the experience o f  France, w hich has the oldest Eu­ropean system o f  higher education in the field o f  econom ics and business. It co-exists alongside the academic university education. The formation o f  this system in its modern form was based on the synthesis o f  the traditional French system o f  higher commercial schools with elements o f  the Am erican model. In France, a com plete secondary education is got at the age o f  18. During the last tw o years the students study special disciplines continuing their training at the Lyceums. The training completes w ith the getting o f  the qualification o f  the Bachelor, giving the right to be en­rolled in the university w ithout examination.The University education consists o f  three cycles. The first (tw o-year) cycle ends with a diplom a o f  the "general" university education . The second cycle (two-year) entitles you to receive a master's degree. The complete higher education is the m astering o f  the third cycle -  the graduate program (1 year) or doctoral (3 years).Cocurrently w ith the universities, there are specialized educational institutions -  high schools -  in France. Enrolling requires passing serious competitive exam inations. This is preceded by the intensive preparation o f  the students who have already got a bachelor's qualifications noted above. The program o f  preparation for competitive exam inations rezembles the first two years o f  the general university education. Being the part o f  the "mixed" m odel o f  the higher economic edu­cation, educational institutions o f  different types and teaching econom ics in various forms -  uni­versities, schools o f  econom ics and business, training institutions, etc. -  operate rather effectively.The institutionalization o f  the "mixed" model o f  higer econom ic education has actually oc­curred in the Russian legislation. The Russian m odel o f  the econom ists training is the two-level system, different from the European and Am erican models. It can be explained by the fact that domestic system o f  higher education has rather specific relationship with the state, different de­gree o f  autonomy, a w ide variety o f  regions in com parison to the USA and Europe [4]. European and U.S. universities are financially and academically autonom ous, while the universities and the whole system o f  education in Russia is subject to  unified requirem ents and mechanisms o f  the Ministry o f  Education and Science o f  the Russian Federation.A s it can be seen from the above, the study o f  the international experience o f  the economic models o f  higher education im plem entation makes it possible to reveal their positive and negative features to work out an adequate and effective model o f  the higher econom ic education in Russia, able to prepare highly qualified and com petitive specialists in the field o f  economy.References1. Evenko, L. I. Modeli biznes obrazovania v zapadnih stranah [Electronic resource]. -  Access mode http://www.faito.ru/archnews/ 1137133980,1144044423/.2. Lashko, S. I. Integratsia sistemi ekononicheskogo I biznes-obrazovania v mirovoi rinok obra- zovatelnih uslug: teoria, modeli, praktika: A vtoref... dok. ekon. nauk: 08.00.14; 08.00.05 / Lashko Sergei Ivanovich; Rostov-na-Donu, 2008.3. Naletova, I. V. Izmenenie natsionalnih traditsii visshego obrazovania v covremennih usloviyah [Electronic resource]. -  Access mode http://www.old.jourssa.ni/2005/4/3aNaletova.pdf.4. Tuzikov, A.R. Sravnitelnaya tipologia modelei mnogourovnevoi professionalnoi podgotovki / Tuzikov, A.R., Zinurova R.I., Gayazova E.B., Gabitova A. R. [Electronic resource]. -  Access mode http://vml.antat.ru/files/Mahmutov/article_3/Gayazova.pdf.АНАЛИЗ ИННОВАЦИОННО Й ДЕЯТЕЛЬНОСТИ В СТАРОПРОМ Ы Ш ЛЕНН ОМ  РЕГИОНЕ УКРАИНЫН.Н. Чеботарёва, И.В. Сущенко г. Луганск, УкраинаВ современных условиях движущ им фактором глобальной конкуренции являются инновации. Внедряя инновации, предприятие может добиться на рынке конкурентных пре­имуществ. Конкуренция активизирует инновационную деятельность, которая является од­ним из важнейших системных факторов устойчивого экономического развития страны. В связи с этим, поиск направлений модернизации современных предприятий за счет внедре­ния инноваций в промышленные предприятия, является актуальным и объективно необхо­димым вопросам исследование обеспечения всесторонней организационной и инвестици­онной поддержки развития предприятий.Целью данной статьи является анализ инновационной деятельности в старопромыш­ленном регионе Украине, и разработка мероприятий по ее активизации.В современной зарубежной и отечественной экономической литературе уделяется большое внимание рассмотрению  проблем осуществления инновационной деятельности, как на макро, так и на микроуровне. Весомый вклад в изучение инноваций и инновацион­ной деятельности внесли такие ученые-экономисты, как Ж. Говоруха, В. Гринева, А. Лапко, М. Портер, Л. Ф едулова и другие [1-6]. Однако, проблемы инновационного развития старо­промышленных регионов, освещены еще недостаточно полно.Основным законодательным актом, регулирую щ им правовые, экономические и ор­ганизационные основы государственного регулирования инновационной деятельности в Украине, является Закон Украины «Об инновационной деятельности». В нем дается опре­деление понятий «инновации», «инновационная деятельность», «инновационная продук­ция» и др. «Инновации -  вновь созданные (примененные) и (или) усовершенствованные конкурентоспособные технологии, продукция или услуги, а также организационно­технические реш ения производственного; административного, коммерческого или иного характера, сущ ественно улучшающие структуру и качество производства и (или) социаль­ной сферы» [7].Луганская область является индустриально развитым регионом с мощным потенциа­лом инновационного развития. Основными предпосылками инновационного развития Лу­ганской области являются больш ие производственные мощности, сконцентрированные на территории региона, богатое ресурсное обеспечение, в частности, наличие крупных уголь­ных запасов, запасов природного газа, стройматериалов и пр.Промыш ленность в Луганской области представлена такими наиболее развитыми от­раслями, как производство нефтепродуктов и коксопродуктов, химической и нефтехимиче­ской промышленностью , металлургией и обработкой металла, угольной промышленностью, электроэнергетикой.

International experience of the higher economic education realization: models of education

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International experience of the higher economic education realization: models of education

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