Tula, Tula, Russian Federation
employee
Tula, Tula, Russian Federation
Education is the individual private benefit possessing positive outer effects. Definition of education as public benefit is paradox. A consumer of education as benefit is the household which member gets the education. Statements that employers are the consumers of this benefit are wrong. These paradoxes and mistakes generate inadequacy of the policy in education area. Quality — this is a value of education for the specific consumer, education’s social value is measured by its price in the competitive market. Current situation when the category «education quality» has no standard definition is paradoxical. Education allocates the consumer with the human capital which is value for him. This human capital provides an additional income in the form of raised salary. Salary increase can serve as a simple assessment of education quality. Such education quality assessment is used by business schools of leading universities. A set of statements about influence of these or those factors on education quality is paradox. All these statements are only unconfirmed hypotheses, many of them, most likely, are wrong. Education quality management is based on unconfirmed, often wrong hypotheses. Competitive quality management of services defines that in education it is necessary to refuse from principles of command and control management style, and to move over to the principle based on a concept that the center has to coordinate the relations, and to control as little as possible, but as much as possible create a context which will promote activity coordination. It is necessary to focus systems on the consumer and pedagogical personnel, achieving its satisfaction.
private benefit, value, human capital, inadequacy of policy.
Качество образования постоянно привлекает внимание экономистов [1–6]. Однако категории «качество» и «качество образования» пока остаются неопределенными, подходы к оценке качества — недостаточно обоснованными, меры, направленные на повышение качества образования, нередко неадекватны [7–9]. Необходимо привлечь внимание экономистов, специалистов в области управления к определению категории «качество образования», подходов к его оценке, к проблеме определения адекватных мер, направленных на повышение качества образования, к парадоксам и ошибкам в этой области. Для этого достаточно использовать подходы, составляющие фундаментальные основы методологии экономической науки и современного менеджмента, нашедшие отражение в известных учебниках [7–14].
Что такое образование?
Экономика, как известно, представляет собой науку о том, как человек и общество управляют имеющимися в их распоряжении ограниченными ресурсами, стремясь наилучшим образом удовлетворить свои потребности [9–11]. Все, что удовлетворяет потребности человека, экономисты называют благами [9, 11]. В зависимости от материальности и длительности пользования все блага подразделяются на несколько групп. Важнейшую группу благ в современной экономике составляют услуги. Услуга — это любая выгода, имеющая неосязаемую природу и не приводящая к владению чем-либо, это деятельность, которую одна сторона может предложить другой [11, 14]. В секторе услуг в настоящее время производится большая часть валового внутреннего продукта большинства стран современного мира. Услуги включают множество отраслей и видов деятельности, в том числе — образование [7].
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