This article is focused on state or government investment into human capital and on investments into universities, which are supposed to lead to an increase in wages of individuals after fi nishing such education. That part of income of graduates which is exceeding incomes of people with completed high school education, i.e. income bonus is, on one hand, a motivational factor for individual to study at university and on the other hand it is an opportunity for the state to achieve higher tax incomes in absolute terms due to graduates with higher salaries. The main goal of this article is to analyse investments into the human capital from the point of view of the amount of investment and its profi tability, as well as from the point of view of the payback period for state investments in education. Quantitative analysis was provided by plugging in data into seven ratios/formulas. The data were from the Ministry of Education of the Slovak Republic. Results are addressing the issue of globalised education, where the fi erce competition will lead to changes that will inevitably require a change in investment schemes as well as a change in behaviour and attitude towards education as such. Paper strives for achieving an advantange that is to stimulate debate on human capital in its broad sense as described in the opening of the paper. The context of this humble research is framed by technology changes in global value chains that effect economy in its structure that is turning to be more dynamic then ever.
Poverty is a phenomenon which is present in all parts of the world. The main objective of the paper is to assess poverty in Slovakia compared with selected EU countries through cluster analysis. To the best of the country combined into clusters so as to achieve maximum similarity in terms of the monitoring indicators of poverty in the group, and the largest difference between the groups. Joining countries into clusters to be followed in a period of three years - 2006, 2009 and 2012 in order to determine the impact of the economic and financial crisis on poverty and social exclusion in the EU
In contrast to the traditional view on economics, related to productivity and economic growth, we focus our attention on the development of modern technologies, services, and the knowledge economy. The fast pace of technology innovations requires higher-quality education. In this matter, the objects of the research are universities that influence the population and economic development as well as the regional development as one of the involved institutions. The paper deals with the contextual analysis of the university environment within the conditions of regions in the Slovak Republic upon the selected subindexes, such as macroeconomic performance and stability, innovation policy, institutional quality, and the quality of human resources. The differences between the regions are analyzed through the Index of the quality of regional university environment (IQRUE) that enabled to recognize these differences better. The ranking of the regions has been created according to a daily index when interpreting the results by the comparison of each region. The Pearson’s correlation coefficient and Spearman’s ranking correlation coefficient were used to testing the relationship between GDP and science and research expenses. The results are presented in the tables and graphs. The conducted research enabled the identification of the deficiencies of the university environment in every region of Slovakia. As a result, some universities are disadvantaged within the competition. Continuous elimination of deficiencies should not be a priority of universities only, however, the entire society should prioritize it. The state, local self-government bodies should play the leading role to create the conditions to improve the quality of the university environment and pay attention mostly to the disadvantaged regions.
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