Topic: Marketing environment. Encyclopedia of Marketing The concept and structure of the marketing environment in brief

Introduces the study of the marketing environment. The marketing environment constantly presents surprises - sometimes new threats, sometimes new opportunities. It is vitally important for every company to constantly monitor the ongoing changes and adapt to them in a timely manner. The marketing environment is a collection of active actors and forces operating outside the firm and influencing the possibilities of its successful cooperation with target customers. In other words, the marketing environment characterizes the factors and forces that affect the ability of an enterprise to establish and maintain successful relationships with consumers. These factors and forces are not all and not always subject to direct control by the enterprise. In this regard, distinguish between external and internal marketing environment.

Marketing environment - everything that surrounds, everything that affects its activities and the enterprise itself.

Firm's marketing environment - a set of actors and forces acting outside the enterprise and affecting the ability of the enterprise to establish and maintain successful mutually beneficial cooperation relationships with target customers.

At the heart of the marketing environment, it is customary to highlight internal and external Wednesday.

External environment

The external marketing environment of the company consists of a micro-environment and a macro-environmentIt includes all objects, factors and phenomena that are outside the enterprise that have a direct impact on its activities. IN microenvironment firms include the firm's relationship with suppliers, intermediaries, customers and competitors. Macromedia firms are represented by factors more common for most firms, mainly social plan... These include factors of a demographic, economic, natural, political, technical and cultural nature.

Internal environment

Internal the environment characterizes the potential of the enterprise, its production and marketing capabilities.

The essence marketing management the enterprise is to adapt the company to changes in external conditions, taking into account the available internal capabilities.

The internal marketing environment includes those elements and characteristics that are inside the enterprise itself:

• Fixed assets of the enterprise
• Staff composition and qualifications
• Financial opportunities
• Management skills and competence
• Use of technology
• Enterprise image
• Experience of the enterprise in the market

One of the most important parts of the internal environment is the characteristics of marketing opportunities. They depend on the availability of a special marketing service of the enterprise, as well as the experience and qualifications of its employees.

The structure of the analysis of the marketing environment

To simplify consideration external environment enterprises it should be distinguished into macro-external and micro-external (Fig. 5.1).

The micro-external environment (environment of direct influence) of marketing includes a set of subjects and factors that directly affect the organization's ability to serve its customers (the organization itself, suppliers, marketing intermediaries, customers, competitors, banks, media, government organizations, etc.). The micro-environment is also directly influenced by the organization.

Figure: 1 Enterprise Marketing Environment

When the organization itself is viewed as a factor in the external environment of marketing, it means that the success of marketing management also depends on the activities of the rest (except for marketing) departments of the organization, the interests and capabilities of which should be taken into account, and not just marketing services.

Macro-external environment (environment of indirect impact) of marketing is a set of large social and natural factors affecting all subjects of the micro-external environment of marketing, but not immediately, directly, including in its composition: political, socio-economic, legal, scientific and technical, cultural and natural factors.

Political factors characterize the level of stability of the political situation, protection of the interests of entrepreneurs by the state, its attitude to various forms of ownership, etc.

Socio-economic characterize the living standards of the population, the purchasing power of certain segments of the population and organizations, demographic processes, stability of the financial system, inflationary processes, etc.

Legal - characterize the legislative system, including regulations environmental protection, standards in the field of production and consumption of products. This also includes legislative acts aimed at protecting consumer rights; legal restrictions on advertising, packaging; various standards affecting the characteristics of manufactured products and the materials from which they are made.

Scientific and technical - give advantages to those organizations that quickly adopt the achievements of scientific and technological progress.

Cultural - sometimes have a major impact on marketing. Consumer preferences for one product over others can only be based on cultural traditions, which are also influenced by historical and geographical factors.

Natural - characterize the presence and state of the natural environment, which both the organization itself and the subjects of the micro-external environment must take into account in their economic and marketing activities, since they have a direct impact on the conditions and possibilities of conducting this activity.

Even if the management of the organization does not like such environmental conditions as, for example, political instability and the lack of a well-developed legal framework, it cannot change them directly, but rather must adapt to these conditions in its marketing activities. However, sometimes organizations take a more active and even aggressive approach in their aspirations to influence the external environment, here, first of all, we mean the micro-external environment of marketing, the desire to change public opinion about the organization's activities, establish warmer relationships with suppliers, etc.

Microenvironment of the company

The microenvironment of the company is represented by:

• Suppliers
• Marketing intermediaries
• Clientele
• Competitors
• Contact audience

• External microenvironment - business entities with which the company has direct contacts in the course of its activities (consumers, suppliers, competitors: direct, potential)
• Direct competitors - enterprises offering similar goods and services in the same markets.
• Production of substitute goods - enterprises that produce goods that meet the same need.
• Potential competitors - enterprises that can enter the manufacturer's target market.
• Contact audiences - authorities and administrations (federation, region, etc., media workers, public parties and movements, trade unions, representatives of financial circles).

The external environment of marketing is part of the external environment of the organization as a whole or its external, considered in courses on and characterizing the problems of management at the level of the organization.

Suppliers - subjects of the marketing environment, whose function is to provide partner firms and other companies with the necessary material resources. In the context of a network approach to the process of interaction between subjects of the marketing system, it is advisable to study the capabilities of various suppliers in order to select the most reliable and economical supplier in terms of capital and current costs of the company. Comprehensive study of the chain "supplier - firm - consumer" - necessary condition economic assessment when justifying the choice of a supplier.

Competitors - firms or individuals competing,
that is, acting as a rival in relation to other entrepreneurial structures or entrepreneurs at all stages of the organization and implementation of entrepreneurial activity. Competitors by their actions on the market, when choosing suppliers, intermediaries, consumer audiences can have an impact on the performance of a rival enterprise, on its position and advantages in the competitive struggle.

Knowing the strengths and weaknesses of competitors, a firm can evaluate and constantly strengthen its production and marketing potential, goals, and a valid and promising business strategy.

Mediators - firms or individuals who help manufacturing enterprises to promote, deliver to consumers and sell their products. There are trade, logistics, marketing and financial intermediaries. Resellers include wholesalers and retailers. Logistic intermediaries are engaged in services in the system of warehousing, transportation of goods and flow. Marketing intermediaries provide assistance in the system of interaction of the firm with all subjects of the marketing system in the organization marketing research and optimizing the demand for goods and services. Financial intermediaries provide banking, credit, insurance and other financial services.

Consumers - firms, individuals or their potential groups who are ready to purchase goods or services on the market and have the right to choose a product, a seller, to present their conditions in the process of buying and selling. The consumer is the king of the market, therefore the task of the marketer is to constantly study the behavior of the consumer, his needs, analyze the reasons for deviations in his attitude to the company's product and timely develop measures to adjust the company's activities in order to maintain effective communications with the consumer.

Macroenvironment of the firm

The marketing macroenvironment is formed by the factors in which the company operates.

The main factors of the macroenvironment:

• Demographic conditions (population size, rate of change, distribution by regions of the country, sex and age structure, mortality and fertility rates).

• Socio-economic conditions (pace economic development, size and dynamics of income)
• Socio-cultural conditions (traditions, religion, customs, habits, language, level of development of education and culture of the country)
• Scientific research inventions and discoveries, the possibility of creating new, more perfect products, updating the products)
• Natural and climatic conditions (climate, location of the enterprise. Recently they began to be attributed to commercial factors)
• Political and legal conditions.

For the most important is tax legislation, methods regulation of foreign trade, regulations governing certain marketing issues (consumer rights, advertising law, trademark law)

The marketing system operates in a specific environment, which is characterized by constantly changing factors
(Table 1).

Table 1 Characteristics of the factors of the external environment of the marketing system

Controlled and uncontrolled factors

Controlled factors include those controlled by the organization and its marketing staff.

• area of \u200b\u200bactivity (general categories of goods / services, functions, territorial boundaries of activity, etc.);
• general goals (any objectives set by management, the degree of achievement of which can be quantified);
• the role of marketing (establishing its functions and embedding it in the overall activities of the organization);
• the role of other business functions and their relationship to marketing;
• corporate culture ( one system values, norms and rules of activity, which includes temporal concepts, flexibility of the working environment, formal and informal relations, etc.).

Once senior management has set its goals, marketing begins to develop its own system of controllable factors. The main elements managed by the marketing service are:

• selection of the target market (size, characteristics, etc.);
• marketing goals that are more consumer-oriented (company image, sales, distinctive advantages, etc.);
• organization and control of marketing (types, types, etc.);
• marketing structure (any combination of its elements to achieve the goals and meet the target market).

In their complex, these factors form overall strategy marketing (Fig. 2).

Figure: 2 The environment within which marketing operates

Communication links of the organization with the market

Major uncontrollable factors affect the success of an organization and its proposals (previously discussed in detail).

The organization's assumptions and the effects of the uncontrolled environment interact and determine the degree of success (failure) in achieving goals.

Feedback occurs when an organization tries to monitor uncontrollable factors and assess its strengths and weaknesses in accordance with the method of STEP and SWOT analysis. Adaptations are changes in marketing that an organization makes to adjust to its external environment.

Direct contact of any organization (commercial / non-commercial) generates direct and reverse (communicative) links. The organization sends its goods and information about them to the market (price, terms of sale, etc.). The market, on the other hand, returns money to the organization for the goods sold and provides information on how its goods are received (consumers' attitude to quality, price, etc.). The organization communicates with the market through all marketing means (Fig. 3).

Figure: 3 Marketing linkage system

As the market develops, marketing itself will develop as a system of activities of any organization focused on market requirements. And this, in turn, will cause the need for a clearer coordination of the internal and external environment.

Concept and structure of the surrounding marketing environment

One of the key concepts of marketing is the concept of the surrounding marketing environment (hereinafter - OMC). OMS is a set of subjects and forces (factors) actively acting and influencing the market conditions and the effectiveness of the activities of marketing subjects. It is customary to distinguish between macro and microenvironment. The macroenvironment includes factors of a broad social plan - political, legal, economic, demographic, geographic, national, socio-cultural, scientific and technical, technological, etc.
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None of them for the subject of marketing is limited to one or several legal entities (and even more so, individuals), but represents factors of systemic, general market action.

Unlike other spheres of the economy, education has the broadest, most stable and strong feedbacks with its own macro-OMC, since forms entire generations of politicians, lawyers, scientists and other specialists who, in their future activities, begin to determine changes in the CHI. On the other hand, education, to a greater extent than any other field of activity, is influenced by the macro-CHI, being, in essence, its replica.

The microenvironment is represented by forces ( specific organizations and persons) directly related to this entity marketing and ᴇᴦο opportunities. The microenvironment is subdivided into˸

1. factors beyond the control of the educational institution (including specific suppliers, contractors, consumers, competitors);
2. factors to a certain extent controlled by the leadership of the educational institution (selection and correction areas of activity, defining the goals of the institution, the role of marketing in it, general level professionalism and marketing culture of staff, etc.) The degree of controllability of these factors correlates with the degree of independence of the institution;
3. factors controlled by the marketing service˸ selection of target markets (segments), incl. by size, features and depth of development; goals of marketing activities, incl. in relation to the image of the institution, ways of promoting educational institutions, role in competition; type of marketing service organization; placement of accents, choice of funds, making adjustments in the course of marketing actions, solving problems.

In relation to the factors of the microenvironment, the marketing subject is able to control and regulate these relations; at least, he is able to choose in the market those subjects with whom he will have to establish relations (if, of course, this is really a market and the possibility of choice exists on it). Therefore, it is possible to study the microenvironment either in relation to a specific market entity (school, university, other educational institution) or in the most general terms, at the level of modeling. In contrast, the macroenvironment is common, the same for all marketing subjects, the market of a given country, region, for specific goods and services. Let us analyze successively the factors of the surrounding marketing macro-environment of the domestic market of educational services and products, and in particular, the educational institution market in high school.

The concept and structure of the surrounding marketing environment - the concept and types. Classification and features of the category "Concept and structure of the surrounding marketing environment" 2015, 2017-2018.

One of the key concepts in marketing is the marketing environment. The marketing environment is a set of actors and forces that actively act and influence the market conditions and the effectiveness of the activities of marketing subjects. It is customary to distinguish between macro and microenvironment (Figure 1.1).

Figure 1.1 - Marketing environment of the enterprise.

The microenvironment is represented by forces (specific organizations and persons) that are directly related to this subject of marketing and its capabilities. This includes forces created by the firm itself and under its full control, as well as forces that have arisen independently of it, but enter into close relations with it, to one degree or another depending on it and controlled by it.

The microenvironment includes such internal forces of the enterprise as:

• - contingent of workers;
• - organizational structure;
• - marketing service;

as well as external forces directly related to the firm:

• - suppliers;
• - intermediaries;
• - customers (consumers);
• - competitors;
• - contact audiences.

The macro environment of marketing includes forces and factors that are global in nature, i.e. act on the market as a whole, including this company. They are not directly related to the firm and therefore belong to the category of uncontrollable factors.

Macroenvironment of marketing - a set of global forces and factors acting on the scale of the entire market and therefore influencing a particular firm.

The macro environment includes factors such as.

One of the key concepts of marketing is the concept of the surrounding marketing environment (hereinafter - OMC). OMS is a set of subjects and forces (factors) actively acting and influencing the market conditions and the effectiveness of the activities of marketing subjects. It is customary to distinguish between macro and microenvironment. The macroenvironment includes factors of a broad social plan: political, legal, economic, demographic, geographic, national, socio-cultural, scientific and technical, technological, etc. None of them for the marketing subject is limited to one or more legal (and even more so - individuals), but represents factors of systemic, general market action.

Unlike other spheres of the economy, education has the broadest, most stable and strongest feedbacks with its macro-CHI, because forms whole generations of politicians, lawyers, scientists and other specialists who, in their future activities, begin to determine changes in the CHI. On the other hand, education, to a greater extent than any other field of activity, is affected by the macro-CHI, being in essence its mold.

The microenvironment is represented by forces (specific organizations and individuals) that are directly related to this subject of marketing and its capabilities. The microenvironment is subdivided into:

factors beyond the control of the educational institution (including specific suppliers, contractors, consumers, competitors);

factors, to a certain extent, controlled by the leadership of the educational institution (selection and correction of the field of activity, determination of the goals of the institution, the role of marketing in it, the general level of professionalism and marketing culture of personnel, etc.) The degree of controllability of these factors correlates with the degree of independence of the institution;

factors controlled by the marketing service: the choice of target markets (segments), incl. by size, features and depth of development; goals of marketing activities, incl. in relation to the image of the institution, ways of promoting educational institutions, role in competition; type of marketing service organization; placement of accents, choice of means, making adjustments in the course of marketing actions, solving problems.

In relation to the factors of the microenvironment, the marketing subject is able to control and regulate these relations; at least, he is able to choose in the market those subjects with whom he will have to establish relations (if, of course, this is really a market and the possibility of choice exists on it). Therefore, it is possible to study the microenvironment either in relation to a specific market entity (school, university, other educational institution) or in the most general terms, at the level of modeling. In contrast, the macroenvironment is common, common for all marketing entities, the market of a given country, region, for specific goods and services. Let us analyze successively the factors of the surrounding marketing macroenvironment of the domestic market of educational services and products, and in particular, the educational institution market in higher education.

One of the key concepts of marketing is the concept of the surrounding marketing environment (hereinafter - OMC). OMS is a set of subjects and forces (factors) actively acting and influencing the market conditions and the effectiveness of the activities of marketing subjects. It is customary to distinguish between macro and microenvironment. The macroenvironment includes factors of a broad social plan: political, legal, economic, demographic, geographic, national, socio-cultural, scientific and technical, technological, etc. None of them for the marketing subject is limited to one or more legal (and even more so - individuals), but represents factors of systemic, general market action.

Unlike other spheres of the economy, education has the broadest, most stable and strongest feedbacks with its macro-CHI, because forms entire generations of politicians, lawyers, scientists and other specialists who, in their future activities, begin to determine changes in the CHI. On the other hand, education, to a greater extent than any other field of activity, is affected by the macro-CHI, being in essence its replica.

The microenvironment is represented by forces (specific organizations and persons) that are directly related to this subject of marketing and its capabilities. The microenvironment is subdivided into:

1. factors beyond the control of the educational institution (including specific suppliers, contractors, consumers, competitors);
2. factors, to a certain extent, controlled by the leadership of the educational institution (selection and correction of the field of activity, determination of the goals of the institution, the role of marketing in it, the general level of professionalism and marketing culture of personnel, etc.) The degree of controllability of these factors correlates with the degree of independence of the institution;
3. factors controlled by the marketing service: the choice of target markets (segments), incl. by size, features and depth of development; goals of marketing activities, incl. in relation to the image of the institution, ways of promoting educational institutions, role in competition; type of marketing service organization; placement of accents, choice of means, making adjustments in the course of marketing actions, solving problems.

In relation to the factors of the microenvironment, the marketing subject is able to control and regulate these relations; at least, he is able to choose in the market those subjects with whom he will have to establish relations (if, of course, this is really a market and the possibility of choice exists on it). Therefore, it is possible to study the microenvironment either in relation to a specific market entity (school, university, other educational institution) or, in the most general terms, at the modeling level. In contrast, the macroenvironment is common, common for all marketing entities, the market of a given country, region, for specific goods and services. Let us analyze successively the factors of the surrounding marketing macroenvironment of the domestic market of educational services and products, and in particular, the educational institution market in higher education.

TO components of the domestic marketing environment and their impact on the OS market

Political and legal environment

In the domestic political environment characterized in last years instability, internal conflict, one can distinguish two main and interrelated groups of processes that are a direct consequence and embodiment of a change in general political orientations in society.

The first group of processes is determined by centrifugal tendencies - the collapse of the USSR, the formation of new sovereign states with independent political orientations and priorities, growing political ambitions and the weight of subjects Russian Federation, regions of Russia.

The second group of processes is characterized as a whole as a general erosion of socio-political institutions previously responsible for the education sector.

A change in political orientation, no matter how seriously it affects the spheres of material production, affects education incomparably more strongly and deeply, and above all - higher education. Its content is changing, incl. not only objective, but also spiritual.

This influence is especially significant for the domestic higher education, in which the last seventy years have traditionally been dominated by political and ideological considerations and attitudes.

Gone are a number of socio-political disciplines that occupied no less place in curricula than disciplines in terms of training and specialization. The declared fundamental provisions of many fields of knowledge were denounced.

Complexes of educational and methodological materials, including programs, textbooks and teaching aids, education technologies, target models of specialists, are being radically updated. Therefore, those who provide educational services - scientific and pedagogical personnel.

The actual emergence of new political borders between the states - former republics of the former USSR and the growing loss of "transparency" and permeability by these borders have isolated the interests of the new states in the field of education. Thus, giving the national languages \u200b\u200bin the new sovereign republics state status (including a demonstrative refusal to use the Russian language) sharply increased, taking into account new political ties, the importance and demand for teaching others foreign languages, incl. not only European, but also Turkish, Arabic. Due to the loss of the exclusive status of the Russian language, the status of the English language as a generally accepted language has additionally increased business relationship... Changes in linguistic needs have affected not only people of indigenous nationalities, but also the Russian-speaking population in most of the new states, as well as in Russia itself, where there was practically no demand for knowledge of the languages \u200b\u200bof the peoples of the former USSR.

The new borders have posed qualitatively different problems for educational institutions and educational management structures. The first arose the problem of organizing and paying for the "retraining" of students from other states during the transitional period of sovereignty. In turn, radical changes were required in the existing division of labor in relation to the profiles of training specialists, and not only in connection with the new geopolitical situation, but also due to internal political changes, overcoming the old, sectoral structure of higher education. New problems have emerged in the organization of retraining of scientific and pedagogical personnel, material, technical and educational and methodological support.

Each of these and many other urgent problems of education can be solved only for a significant period of time, require large material costs and human resources of the highest qualification level. Russia, like all other former republics of the USSR, needs its own national-state program for building a school system, teaching and educating new generations of new personalities and specialists.

This is all the more difficult to implement in a situation where almost all socio-political institutions that bore responsibility and promoted education (the state, trade unions, family, etc.) were either destroyed or seriously deformed, in a state of crisis, concerned exclusively with the tasks of survival. First of all, this applies to government education authorities.

The hypertrophy of the role of the state in education was characteristic of the Russian Empire times of the early nineteenth century. Consider, for example, the situation in relation to higher education.

In 1802, instead of Peter's colleges, ministries were created, and in particular the Ministry of Public Education, which was supposed to be in charge of the then not yet created system of higher education. The charters of emerging universities were entirely guided by authoritarian methods of management, primarily because the state created universities to prepare officials for service in government departments, i.e. for their needs, in their caste interests. The hypertrophy of statehood gave rise to the infantilism of the university as a defining feature of the target model of training a specialist in higher education in Russia for a long time.

The stage of strict control and stagnation of higher education, which ended by the second half of the nineteenth century, three decades later found its continuation in a new period of confrontation between the state and education. From 1881 until the defeat of tsarist Russia in the war with Japan, the state not only censored education, but also actively cut off representatives of the peasantry and other lower strata of society from it, nurtured the principle of appointing rectors by the Ministry, etc.

The authoritarian system of higher education under tsarism was focused on an elite model of higher education and periodically allowed universities to have periods of autonomy and independence. Thus, the reforms of Alexander I included the restoration of the corporatism of the professorship. The reform of 1905-1917 provided for the construction of a non-governmental higher school, incl. private and public. However, even during these periods, censorship of lecture courses, testing students for "reliability", and so on remained.

Nationalization of the education sector, incl. higher education, in 1917 served as a tool for changing the education model to a unitary one, which assumed uniformity educational activities and declaratively aimed at eliminating inequalities in education. Proposals concerning the autonomy of higher education were rejected at the highest level - V. I. Lenin. The state became a monopoly-owner of education. Any dissent has lost its right to exist, and the corporatism of the professors has degenerated into a perverted form of "red professors", united exclusively by the principle of "devotion to the cause of the proletarian revolution."

Later, for seven decades, the domestic higher school was subordinated exclusively to the will of its sole owner - the state. Cadres of specialists were trained and assigned to it, it financed higher education according to the notorious "leftover principle", determined its structure, leadership and the very technology of the educational process, it also evaluated (and now evaluates) the results of the activities of universities and even summed up the results of their competition. But this competition was not normal competition, judged by a multitude of consumers operating on the market and presenting their demand for op-amp. This was a rivalry for the favor of higher officials (if it existed at all not only on paper) and did not in the least rely on the only actually possible basis for competition - the cooperation of labor producers who are free in their choice of strategy and tactics of producers of goods and services.

In 1991, 550 universities were under the auspices of the successor to the Ministry of Higher Education - the State Education of the USSR - 60.8% of all universities in the country, the rest - under the leadership of other ministries and departments. In 1993, there were 535 state universities in sovereign Russia, incl. 129 universities, 28 academies, as well as 378 institutes in 49 training profiles. Of these, Moscow State University is independent, 220 universities are subordinate The State Committee RF for higher education, 96 - to the Ministry of Education, 62 - to the Ministry agriculture, 47 - to the Ministry of Health, 41 - to the Ministry of Culture, 69 - to other ministries and departments. There were 2,638 thousand students, over 240 thousand full-time teachers and more than 12 thousand part-time teachers.

Along with state-owned in the Russian Federation, by 1994, more than 200 non-state educational institutions different levels of professional education, of which 141 institutions have passed the examination and received licenses. In 1993, the management of the secondary vocational education system was transferred to the jurisdiction of the Committee on Higher Education, in which there were 2,609 state secondary specialized educational institutions, incl. 432 colleges giving elevated level education. At the same time, 947 inter-sectoral, regional, sectoral and specialized educational institutions and subdivisions of the state system of advanced training and retraining of personnel functioned in Russia. Training Units Network Russian Association schools of business, the Interstate Association of Postgraduate Education, the International Confederation of Associations of Inventors and Innovators, the Knowledge Society of Russia includes over 2 thousand universities of scientific and technological progress, houses of technology and scientific and technical propaganda, institutes for advanced training and retraining of personnel, industry institutes and territorial centers of scientific and technical information, schools and institutes of management and business, associations, cooperatives, training centers and courses at enterprises.

Updated russian ministries, the departments included in them, and even more so the newly created structures, in whose jurisdiction this huge sphere of activity was transferred, found themselves in the face of very difficult tasks.

The government of the united Germany has recently faced tasks of this scale (i.e., the scale of an entire country). Among the first steps to reorganize the German higher education in the territory of the former GDR (new eastern lands) were:

• changing the structure of higher education in favor of higher technical schools, law, economic, sociological and pedagogical faculties of universities;
• modernization of the infrastructure of universities, incl. buildings, equipment, computer park, funds teaching aids and textbooks;
• the introduction of new criteria for the selection of the teaching corps, with the priority of professional for higher education, and not ideological qualities;
• the development of the exchange of teachers and students between the eastern and western lands;
• decentralization of universities in East Germany, the fight against bureaucracy, increased choice for students.

Most important in the German experience is the government's financial support for change. Only for the construction of universities, since 1991, the federal and state governments have pledged to allocate 2.6 billion marks annually.

For the implementation of programs and the development of training courses for the training of specialists, the need for which is especially great, 2.1 billion marks were allocated (also jointly) per 7 years, which makes it possible to create an additional 12 thousand training places, primarily in the areas of management and computer science. An additional 300 million marks are provided for the training of graduate students, 2 billion marks - for subsidies for the construction of housing for 40 thousand students - here the government's share is 600 million marks.

Additional material support for students in the first year already exceeded 650 million marks. Finally, a program to support young scientists and potential scientific research financed in the amount of 4 billion marks.

Is such a solid foundation for progressive changes possible in our country? The economic compulsory health insurance of education will be analyzed separately. It goes without saying that such a broad, solid program for transforming higher education in Germany was made possible thanks to factors such as a strong federal government, well-established interaction with state governments and high public authority, and broad social support for efforts to develop higher education.

The actual positions and actions of Russian educational ministries and departments in recent years have manifested themselves in unsuccessful attempts to obtain the promised state budget funds. The indebtedness to them from the Ministry of Finance only for protected budget items for 1993 amounted to more than 99 billion rubles. or 25% of the planned volume. The presidential power has limited itself to declarations and promises to allocate the necessary resources after the peak of the country's economic crisis has passed.

In parallel, there was an organizational restructuring of the government agencies management of education, and the new teaching staff, incl. true talents and innovators of education, mastered (not always successfully) a new sphere of administration for them.

The general instability and unproductiveness of the state's position in relation to education has not been overcome. The rejection of the state-paternalistic orientation of education, of many traditional (administrative) levers of management was not accompanied by the development of new ones, incl. market instruments to influence education.

In a broader sense, we can speak of the emerging detachment of socio-political structures and mechanisms from the problems and opportunities of education. Educational priorities were sometimes only declared, as in Decree No. I of the President of the Russian Federation of July 11, 1991, and more often than not they were simply absent in political and state decisions, especially in those designed for the future. Only the already appeared, formed centers of social unrest, resistance in the student, teacher, teaching, rector environment were extinguished - through an episodic, delayed increase in the size of scholarships and wages... Radical and long-term, promising decisions began to be postponed indefinitely.

The debt of the Ministry of Finance only to higher education in terms of capital investments amounted in 1993 to almost 50%.

Universities, having gained independence, autonomy from the state at the moment when they most of all began to need state support, were forced to independently and urgently get out of the difficult situation in which they found themselves due to the flawed previous state policy. At the same time, the state was unable to maintain the prestige of higher education in society, create an effective basis for universities to enter the market, and retain university personnel.

The same applies to non-state, public socio-political institutions. After the ideological left the political arena public organizations (Communist Party, Komsomol), and the trade unions focused mainly on issues of social protection of workers, there was practically no one to support the prestige of education in society. Nor did any new mass and powerful organizations (associations, unions) emerge to support education. The lack of an organized educational lobby began to affect the society. As a result, according to experts, already in 1991, 36% of physicians and economists, 40% of teachers of technical disciplines (as a rule, candidates of science under the age of 40, i.e. the most promising personnel) were ready and intend to leave universities for non-state organizations.

The concept of political OMS, along with the factors of executive state power, includes (or merges with them) a number of significant factors, incl. legislative, legal factors. Among them are legislative acts regulating property relations, entrepreneurship, competition, consumer protection, etc. More specifically, this is reflected in the RF law "On Education".

One of the most important positions of this law is the regulation of property relations in the education system, the powers of subjects (including governing bodies) in the implementation and management of educational activities. The law provided a legal basis for the emergence and functioning of non-state educational institutions, expanded and defined the rights of educational institutions and their teams, limited the ability of government bodies to interfere in the operational activities of educational institutions. This created the legal foundation for the autonomy of the educational institution. At the same time, it is important that in legal terms the degree of this autonomy has the right to be chosen by the staff of the educational institution.

The law legalized (following the actual practice) commercial, incl. entrepreneurial activity of educational institutions. Thus, for the first time in our country, a legal basis was brought under the market relations in the field of education.

At the same time, the republics, territories and regions of the Russian Federation received the right to independently determine the content of education in terms of national and regional components of educational standards. It is important that the legislation provides for the creation of the State Attestation Service, independent of the educational authorities, - a measure that can be aimed at the actual denationalization of education.

The law also expanded the personal educational rights of citizens, fixed the free education within the framework of state standards, and secured a number of innovations in the organization of remuneration of educational workers.

Of course, no law can work immediately and in full force if there are no mechanisms for its implementation. Only additional work in the field, its practical application will enable the legislative initiative to be embodied in practical norms of behavior in the OS market.