Ключевые слова: Арктическая зона России, арктические регионы, трудоустройство выпускников, миграционные потоки выпускников, высшее образование Аннотация Предмет. Освоение и развитие территорий Арктической зоны России, которой на сегодняшний день присвоен статус важнейшего геостратегического макрорегиона нашей страны. Цели. Количественный и качественный анализ миграционных потоков выпускников вузов для работы на территориях Арктической зоны России; выявление ключевых регионов-доноров, из которых прибывают молодые специалисты с высшим образованием для работы в арктических регионах; оценка вклада выпускников вузов из регионов-доноров в обеспечение ежегодной дополнительной потребности экономики арктических регионов в кадрах с высшим образованием. Методология. Использованы методы экономического, нормативного, компаративного и экспертного анализа. Результаты. Несмотря на отрицательные показатели общей миграции населения, для большинства регионов Арктической зоны России входящий поток выпускников вузов превышает исходящий поток выпускников местных вузов, то есть арктические регионы привлекательны для работы. В целом для Арктики вклад выпускников вузов из других регионов России в обеспечение ежегодной дополнительной потребности экономики в кадрах с высшим образованием сопоставим с вкладом выпускников местных вузов, а для некоторых регионов-это основной источник кадрового обеспечения. Качество подготовки специалистов, прибывающих в Арктику, в высокой степени коррелирует с приоритетами стратегического развития этого региона. Выводы. Молодые специалисты с высшим образованием, приезжающие на работу в Арктику из других субъектов РФ, наряду с выпускниками вузов арктических регионов-уникальный человеческий капитал, который необходимо сохранять и развивать путем создания достойных условий для личностной и профессиональной самореализации человека.
Introduction. Ensuring the consistency of regional vocational education systems with the labor markets demands is a nationwide task of strategic importance. It causes the development of methodological tools instrumental in a quick and objective assessment of the current state of regional educational systems in the context of their interaction with the region’s labor markets. The aim of the article is to develop indicators of the relationship between the system of vocational education and the labor market and to test the calculation of these indicators in the Russian regions. Materials and Methods. The research methodology includes substantiation, development and formalization of indicators of the interrelation between the education system and the labor market. The first indicator characterizes the potential of the regional vocational education system to provide places for the admission of its own graduates of the 9th and 11th grades of schools. The second indicator assesses the supply of the regional labor market with graduates of the regional system of vocational education. To calculate the proposed indicators, official statistical reporting data are used. Results. In the course of research, using statistical data for 2018–2020, the proposed indicators were calculated for all Russian regions. Based on the cluster analysis of the indicators calculated values, a typology of Russian regions was made, during which five types of stable regions associations with homogeneous characteristics were identified. The strengths and weaknesses of regional educational systems are identified, including in the context of their interaction with the region’s labor markets. Discussion and Сonclusion. The developed indicators allowed to quickly assess the potential of the regions, on the one hand, to provide school graduates with vocational education, and on the other hand, to meet the economy staffing needs by graduates of universities and vocational educational organizations. The results of the study are of undoubted practical significance and will be useful to executive authority in developing recommendations for bringing education systems in line with regional development priorities, strengthening and developing regional educational systems.
Развитие сферы искусственного интеллекта (ИИ) и внедрение ИИ-технологий в различных отраслях российской экономики является одной из приоритетных задач. Любое развитие связано с ресурсами; в случае с экономикой, основанной на знаниях, таким ресурсом выступают высококвалифицированные кадры. В статье исследуются источники обеспечения кадровой потребности сферы искусственного интеллекта, основными из которых являются выпуск системы высшего образования по профильным образовательным программам в сфере ИИ, самообразование работников с высшим образованием, профессиональная переподготовка. Методологической основой исследования стал балансовый метод, реализованный на опросных и статистических данных. Определено, что потребность сферы искусственного интеллекта в кадрах с высшим образованием за счет выпускников вузов на краткосрочном горизонте планирования обеспечивается на уровне 35 %, что ниже среднего по российской экономике. Суммарный вклад всех рассмотренных источников позволит обеспечить только 70 % потребности сферы ИИ в кадрах с высшим образованием. Качественный анализ обеспечения потребности позволил выделить дефицитные группы образовательных специальностей, а также сформировать перечень вузов-лидеров по подготовке кадров с компетенциями в сфере ИИ. Научная новизна исследования заключается в том, что количественный и качественный анализ источников покрытия кадровой потребности для российской сферы ИИ проведен впервые. Практическая значимость работы отражается в конкретизации объемов подготовки кадров в сфере ИИ, определении обеспеченности кадровой потребности по отдельным группам специальностей/направлений подготовки, а также выявлении центров подготовки таких кадров. Эта информация служит ориентиром при формировании системных управленческих решений о корректировке контрольных цифр приема и разработке образовательных программ и профессиональных стандартов в сфере ИИ. Статья будет полезна руководителям и сотрудникам профильных ведомств, принимающих участие в развитии сферы ИИ, а также представителям научно-образовательного сообщества из этой профессиональной области.
Introduction. Labor markets in the regions of the Arctic zone of the Russian Federation are challenged with the needs for personnel who have to work in the extreme conditions of the Far North. This objective circumstance imposes special, often increased requirements for the qualifications and level of training of job seekers, including the quality of their education. The relevance of this study is due to the increasingly popular online form of education, which is characterized by both advantages associated with the availability of such education and its safety in the era of a pandemic, and disadvantages associated with the quality of education received. The purpose of the study is to analyze the demand for specialists who have received professional education online in the labor market of the regions of the Arctic zone of the Russian Federation. Materials and methods. The information base of the study was the results of surveys of more than 2,200 employers from the territories of all 9 constituent entities of the Russian Federation included in the Arctic zone. The surveys were conducted using online survey methods. The methods of descriptive statistics, system analysis and comparative data analysis were used when processing the survey results. Research results. The applicability of obtaining professional education in online form for the conditions of the Arctic zone is approved by 58% of the surveyed employers, and 42% have a negative attitude to this practice. Only every third employer surveyed considers the online education system existing in the RF AZ as a whole to meet their requirements for this type of training. At the same time, over 40% of employers in all Arctic regions expressed their readiness to hire specialists with a diploma in online education. The results of the survey, presented in the context of the Arctic regions and types of economic activity, showed a heterogeneous attitude of the employers to the issues under study. Discussion and conclusion. The results obtained confirmed the importance for the employers of the RF AZ of personnel training issues using online training, which has both a number of undoubted advantages for the Arctic territories and limitations. An important trend in the development of the study is to assess the capabilities of the existing system of distance online education from the perspective of the subjects of education themselves – universities and colleges located in the Arctic zone of Russia.
Introduction. Ensuring the staffing needs of the economies of the Arctic regions is one of the main tasks of educational institutions of higher and secondary professional education located in the subjects of the Arctic zone of the Russian Federation (hereinafter referred to as the "AZ RF"). However, the labor markets of the regions of the AZ RF experience a staff shortage, and the local staff training system does not have sufficient capacity. The rapid development of information and communication technologies and the restriction on people's mobility due to the pandemic create the conditions for a more active use of distance learning in order to compensate for the acute staff shortage. In this regard, the issue of studying the possibilities of using the online form of training of professionals for the economies of the Arctic regions becomes relevant from the position of the educational institutions that are well acquainted with the educational process from the inside. Materials and methods. The information base of the study included the results of surveys of 362 educational institutions of higher education (hereinafter referred to as "HE") and secondary professional education (hereinafter referred to as "SPE") out of 397 ones located in regions that are territorially partially or completely part of the AZ RF. When processing the survey results, the methods of system analysis, descriptive statistics and comparative data analysis were used. Research results. About 70% of universities are in favor of the use of online education in professional training and about 65% of educational institutions of SPE are against it. The opinions of educational institutions of HE and SPE on a possible transition to distance learning in a number of specialties were similarly distributed: 60% – “for” and 65% – “against”, respectively. When answering the question about the readiness of employers of the AZ RF to hire specialists with a diploma of education in an online form, educational institutions of HE and SPE were unanimous: about 30% were in favor, about 45% were against, and 25% found it difficult to answer. Conclusion. The results of the surveys showed a diametrically opposite attitude of educational institutions of HE and SPE to the applicability of online technologies to professional training. Representatives of educational institutions of HE are optimistic about the possibility of switching to an online form of education, while representatives of educational institutions of SPE are extremely skeptical. This can be explained by the high requirements of educational standards for a developed infrastructure and sufficient number of material and technical resources in educational institutions of SPE necessary for practical training, which is virtually impossible with an online form of education.
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