Formation and accumulation of human capital.

The key role of knowledge, the possibility of its development, accumulation and use in ensuring economic development have received wide public recognition. At the same time, accelerating the obsolescence of knowledge, increasing educational requirements for the workforce and entrepreneurial abilities, and the intellectualization of labor lead to further changes in the structure of human capital in the “new economy”, introducing changes into the process of its formation, accumulation and conditions for effective use.

Firstly, changes are taking place in the process of human capital formation. On the one hand, global information networks, which make it possible to intensify exchange and cooperation in the scientific, technical, cultural, and commercial spheres, form a global information field that generates knowledge, although with an unequal degree of access to it for different regions of the world and categories of citizens. On the other hand, since not all information can be codified, global information networks do not solve the problem of effective knowledge generation unless they are complemented by connections and cooperation through personal contacts and joint creative activities. Thus, the importance of international relations is increasing both between firms, universities and government research centers, and between individuals - scientists, specialists, businessmen.

Secondly, in the process of accumulating knowledge, a person has the properties of self-improvement and self-development, which results in a change in the structure and improvement in the quality of human capital. Changes in the structure of human capital in the conditions of the “new economy” are due, first of all, to the reduction since the mid-twentieth century. time lag between stages in the use of scientific and technical progress achievements. If earlier radical technical changes in social production took place after about 35–40 years, and the knowledge acquired in vocational educational institutions was sufficient throughout the entire working life of a specialist, then in modern conditions technologies can be updated within 4–5 years, and in in the most progressive industries - 2 - 3 years, and the need for renewal is dictated not so much by physical, but rather by obsolescence. This predetermined a change in the conditions for providing production processes taking place in the “new economy” with highly qualified workers, the required training time for which increased to 12–14 years.

Previously, the main importance for economic development was the educational component of human capital, which affects labor productivity, which is formally described in the model of R. Lucas. In the “new economy”, the main mechanism of influence of human capital on economic development is the influence of the innovative component of human capital, described in P. Romer’s model. P. Romer focuses on the role of human innovative abilities as a key factor in the production of new knowledge, improvement of production processes and ensuring the dissemination and application of new knowledge in the economy.

Thirdly, the objective requirements for the knowledge and skills of workers, retraining of personnel, increasing their intellectual and cultural level, creating conditions for creative development and self-realization of the individual have radically changed, since in modern conditions labor efficiency increasingly depends on accumulated knowledge and the global level of thinking , initiative and creativity, the ability to navigate changing conditions of high uncertainty and risk. It should also be noted that the requirement of continuous education applies not only to the individual, but also to the team that makes up the personnel of companies and organizations. The organizational basis for the inclusion of individuals in the innovation process is the network principle, which allows the formation of transnational innovation structures and promotes closer interaction of all its participants, strengthening forward and backward connections. Therefore, in the structure of individual human capital, the importance of social abilities, intra-company trust and the ability to work in a team increases.

Fourthly, since, as M. Castells showed, the main contribution to productivity is made by workers aged 25–40 years, investments in health acquire special significance associated with lengthening the period of human creative activity. According to the theory of human capital by M. Grossman, the peculiarity of health capital is that it affects productivity not directly, but indirectly, reducing the period of disability and extending the period of productive use. Health determines an individual's potential flow of labor services, how they are used, and their productivity. In this regard, in the “new economy” the importance of preventive health care expenditures, including expenses for maintaining a healthy lifestyle, is increasing.

It should be noted that the formation of human capital must be considered as a two-way process of interaction between the individual and society. To realize human capital, individual motivation is not enough; motivation of society as a whole is necessary, which places a demand on the knowledge and skills a person has. It follows that “economies that fail to invest in human capital cannot expect to achieve the same growth rates as others, even if they have access to the same technology, because they lack the knowledge to effectively use such technology."

1. Human capital and the problem of income distribution

The distribution aspect of the theory of human capital is of particular importance for Western political economy. Typically, the focus of attention of Western economists was the so-called functional distribution, i.e. distribution of income among factors of production - labor, land and capital. The concept of human capital introduces another factor – human capital. In it, the main aspect is placed on the personal distribution of income accruing to the owners of this fourth factor.

“Two classical factors of production - capital and labor,” writes the Swedish economist A. Lindberg, “can apparently be divided as follows: capital - into natural resources, reproducible tangible assets and financial assets, and labor - into pure (homogeneous) ) labor, human capital and natural abilities.” This statement is illustrated by the following diagram:

Capital in the traditional sense (physical capital):

1) Natural resources traditional rent.

2) Reproducible tangible assets and return on capital.

3) Financial assets interest.

Human capital and labor:

1) Reproducible human capital income on human capital.

2) Natural abilities - rent for natural abilities.

3) Net labor in the narrow sense of net wages.

As a result, it is not clear what should be left to the share of “labor in the narrow sense”: after all, all the qualitative characteristics of a worker are either inherited “natural abilities” or acquired in the process of training and education.

The above scheme served as the basis for a huge number of econometric studies and transferred the analysis of distribution problems from the macroeconomic sphere, where we are talking about the distribution of national income between social groups and classes, to the sphere of microeconomics - to the sphere of personal income distribution. The main problem: what is the relationship between the quality of work and its payment and to what extent is this relationship distorted by the action of various kinds of incidental factors?

Education is far from the only determinant of earnings. Motivation, work experience, level of ability, social origin, health status - all this is one way or another reflected in the amount of salary. Therefore, attributing to education all the differences in earnings between groups with different levels of training leads to an overestimation of the true economic effect of training.

The first factor, social background, explains who receives higher education, but does not explain why these people earn higher earnings. The next factor is differences in the level of health of individuals. The state of health of each person is interpreted in the concept of human capital as capital, one part of which is inherited and the other is acquired.

Throughout an individual's life, wear and tear of this capital occurs, accelerating more and more with age. (Death is understood as the complete depreciation of the health fund.) Investments related to health protection can slow down the pace of this process. The flow of services produced by the health fund is thus reduced to “sickness-free time.” Most Western researchers believe that people with better educational preparation are more effective in producing and using their “health capital”: they lead a healthier lifestyle, choose, on average, less harmful and dangerous professions, use medical services more wisely, etc.

At the same time, high education and good health may be independent consequences of some common cause. For example, the less a person has a so-called “subjective norm of time preference” (i.e., the degree of his preference for present goods over future ones), the more actively he cares today about his tomorrow and the day after tomorrow.

In practice, this can be expressed in a greater propensity to save, a lesser propensity to purchase goods on credit, as well as a willingness to invest more in human capital - both in the form of educational investments and in the form of investments in the “health reserve”.

Both education and health-related activities involve present costs for future benefits, and it seems clear that individuals differ in their willingness to make such forward-looking investments.

1. Implementation of the human factor, its impact on the market economy and its assessment

1. Impact of human capital on the economy

What are the impacts and economic benefits to society from human growth?

Firstly, in the growth of GDP and labor productivity. Foreign researchers have calculated that an increase in the duration of education in the country by one year leads to GDP growth by 5-15%. In developing countries this figure is even higher; for low-income countries it is 23%. The U.S. Department of Labor's Bureau of Labor Statistics estimates that rising average levels of education in the workforce contributed to at least 20% annual growth in labor productivity between 1983 and 1992.

Secondly, the competitiveness of the national economy, which determines the country’s development prospects, is very closely related to the state of the human capital of society, which is determined primarily by the educational level of the population. Knowledge itself quickly becomes outdated; But more educated and qualified people are able to retrain faster and master fundamentally new technologies - and this circumstance becomes decisive. It is not surprising that in the United States, leading universities intend to move away from the narrow specialization traditional for American higher education and focus more on training specialists with a wide profile, equipping specialists with basic scientific principles instead of informative knowledge and specific skills.

Thirdly, an increase in educational level helps reduce unemployment. The fact is that education has a greater impact on a worker’s total earnings than on his hourly rate of pay. This means that with increasing education, a person spends more time on the labor market, works more, and, thus, increasing education reduces the unemployment rate.

Analyzing why the state takes on an increasingly significant part of the costs of education, we cannot limit ourselves to the economic side of the issue. The growth of the educational level of citizens brings significant social benefits to society. Reducing unemployment is a more than obvious example, but there are others. Thus, more educated people are more likely to become wealthy, while an increase in the layer of wealthy people, the middle class, guarantees social stability and predictability to society, reduces the overall level of crime, especially in those types of crimes that are caused and provoked by poverty and misery. The middle class is less susceptible to the ideas of extremism and totalitarianism.

When assessing the economic efficiency of investments in education, according to foreign researchers, it should be taken into account that for society the discount rate is lower than for an individual, since it is more focused on achieving long-term goals.

An analysis of international experience also proves the need for government support for in-house training. Investments in human resources and staffing become a long-term factor in the competitiveness and survival of an organization.

Currently, almost all developed countries are implementing programs to ensure the quality of the workforce and train management specialists of the 21st century. High qualifications are the basis for social security and sustainability in the labor market: such workers are mobile, quickly and independently find employment. Investments in human resources and staffing become a long-term factor in the competitiveness and survival of an organization. In Japan, personnel development is considered a priority for solving the problems of the information technology revolution and therefore receives government support in the form of budget subsidies. German companies annually spend about 9 billion marks to improve the level of education and qualifications of their employees.

It should be noted that the assessment of human capital is quite difficult, since this category has a holistic, integrative nature. It contains an anthropological component, reflecting the unity in man of the social and biological, public and individual. The structural components of human capital can be used to characterize an individual, a social group, and the country as a whole. Indicators relating to the material and spiritual aspects of the development of an individual or society are also considered in unity. Experience shows that it would be wrong to underestimate or overestimate the importance of any other side to the detriment of one.

1. Human Development Index

The Human Development Index (HDI) is used to assess and compare the level of socio-economic status of different countries. This universal comparable meter was introduced into international political and scientific circulation by the United Nations as part of the preparation of world reports on human development, published by the United Nations Development Program (UNDP) since 1990.

The HDI is a summary indicator of human development that characterizes the average level of achievement of a given country in three critical aspects of human development:

1) a long and healthy life, measured by life expectancy at birth;

2) knowledge, determined by the literacy level of the adult population (with a weighting factor of two thirds) and the total gross enrollment of students in primary, secondary and higher education institutions (with a weighting factor of one third);

3) a decent standard of living, measured by GDP per capita (PPP in US dollars).

The choice of these indicators is not accidental, since the labor potential of society increases due to a reduction in morbidity and injury, which leads to an increase in the workforce and an expansion of the scope of work activity. Improving the health of the population is considered as an important factor in physical development, increasing efficiency and, accordingly, expanding opportunities for creating products and services, accumulating knowledge, etc. Increasing the level of education of both an individual and the population as a whole significantly affects the quality of human capital - the main factor in increasing wealth society - and determines the growth of social productivity. The level of education characterizes the accumulated educational, labor, scientific, intellectual and creative potential, constituting a fund of cumulative knowledge and skills - the spiritual wealth of society.

Thus, the HDI takes into account most of the components of human capital and quite adequately characterizes the amount of human capital accumulated by a certain state.

The mechanism for calculating the HDI comes down to finding indices for each of the three above aspects using the following general formula:

where I A is the index for the aspect, K FACT is the actual value of the indicator, K MIN, K MAX are the minimum and maximum (limit) values ​​of the indicator.

When calculating the life expectancy index, the limit values ​​are 25 and 85 years; in the adult literacy and gross enrollment indices they are 0% and 100%; in the GDP per capita index - 100 and 40,000 dollars. USA according to the PPP of the national currency.

The HDI itself is determined as the arithmetic average of the indices for the aspects.

This indicator is used by the UN as the basis for comparative ratings of various countries in terms of human development.

Human capital is inseparable from a person as its carrier, therefore the preservation and effective use of human capital is predetermined by the biosocial essence of a person. In light of this, not only, and perhaps even not so much, the development and strengthening of curative, but also preventive medicine, strengthening educational and educational activities to affirm the value of human life and strengthen the physical, psychological and social health of the population, increasing the effectiveness of physical culture and health mass sports work for the purpose of physical improvement.

Conclusion

Thus, at the post-industrial stage of development of a society with a socially oriented market-type economy, human productive forces are realized in the form of human capital, which represents a certain stock of health, scientific and educational knowledge and motivations formed in the form of investments and accumulated by a person, which lead to an increase in the worker’s qualifications, are expediently used in one or another sphere of social reproduction, contribute to the growth of productivity and quality of labor and thereby lead to an increase in a person’s earnings.

Economic assessments of human capital have become widely used at both the microeconomic and macroeconomic levels to determine the value of national wealth, society's losses from wars, diseases and natural disasters, in the field of life insurance, the profitability of investments in education, health care, migration and for many other purposes.

The current stage of world scientific, technical and socio-economic development is characterized by a radical change in the role and importance of the human factor in the economy and society. Human capital is becoming the most important factor in economic growth. According to some estimates, in developed countries, increasing the duration of education by one year leads to an increase in gross domestic product (GDP) by 5–15%

In today’s Russian situation, against the backdrop of America’s victorious march in the political, economic and military fields, opinions are increasingly being expressed about the ineffectiveness of Russian education, allegedly unable to provide the desired breakthrough, and about the need to reform our education system in the image and likeness of the American one.

Unfortunately, today's Russian science, as well as high-tech business, with rare exceptions, do not demonstrate outstanding results. This is largely due to the fact that over the past 15 years Russia has been going through a painful period of transformation. In addition, the system of applied science that emerged during the Soviet period (at a very high level of development) was initially focused primarily on the needs of the military-industrial complex, which also affected its position in the new conditions.

Therefore, at present, in conditions of relative stabilization of macroeconomic indicators, the problem of reforming the education system, science and stimulating innovation is acute.

To achieve these goals, at the end of 2004 – beginning of 2005, the Ministry of Education and Science developed the Development Strategy of the Russian Federation in the field of development of science and innovation for the period until 2010.

This indicates that policy in the field of science and innovation will be one of the priorities.

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FEDERAL AGENCY FOR EDUCATION

STATE EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

ULYANOVSK STATE UNIVERSITY

Institute of Economics and Business

Department of Economics

Department of Economic Theory

COURSE WORK

Human capital: concept and role in the modern economy

Ulyanovsk 2014

Introduction

1 The concept and essence of human capital

Chapter 2. Investments in human capital (using the example of Russia)

1 Features of human capital development in Russia

1 The main problems of using human capital in modern Russia

2 Ways to improve the efficiency of using human capital

Conclusion

Introduction

The development of the information economy has significantly changed the place and role of man in a new type of economic management. Human skills and abilities came to the fore in social production. Human capital today plays an important role in the country's economy. Through the development of human capital, it is possible to increase the country's competitiveness, increase production efficiency, and its development also contributes to the economic growth of the country. The transition to an innovative path of development is impossible without attracting human capital.

The concept of “human capital” is currently acquiring great importance not only for economic theorists, but also for individual companies. The interest of economic science in human creative abilities, in the ways of their formation and development, has sharply increased. Most companies are beginning to place great importance on the accumulation of human capital as the most valuable of all types of capital. One of the ways to accumulate human capital is to invest in a person, in his health and education. Today, the study of problems of increasing the efficiency of using the productive forces of people, realized in modern conditions in the form of human capital, is not only relevant, but is being promoted to the category of priority tasks in the structure of socio-economic research. This involves conducting in-depth scientific research on this problem.

The concept of human capital has become intensively used by world science, which has appreciated the role of intellectual activity and identified the necessity and high efficiency of investments in human capital. The concept of human capital plays a central role in modern economic analysis.

The relevance of this topic lies in the fact that the effective use and development of human capital is a priority for many leading countries in the world. It is this that contributes to improving the quality of life, as well as increasing the efficiency of the national economy.

The object of the study is human capital.

The subject of the study is human capital and its role in the development of the modern economy.

The purpose of the work is to consider the theoretical and practical foundations of human capital and its role in the development of the modern economy in Russia.

In accordance with the goal, the following tasks are set in the work:

· Define the essence and concept of human capital;

· Monitor the development of human capital;

· Determine the state of human capital in Russia and abroad;

· Identify the main problems in the use of human capital in Russia;

· Consider ways to improve the efficiency of using human capital in modern Russia.

Chapter 1. Theoretical foundations of human capital

1.1 Concept and characteristics of human capital

The concept of human capital appeared in Russian literature as a positive economic category. In developed countries, the theory and practice of human capital is a basic element for the development of concepts, strategies and programs for the development of the country.

There are many definitions of human capital, including those by the founders of human capital theory, Gary Becker and Theodore Schultz. They directly connected the concept of human capital only with a person as a carrier of knowledge. And they attached special importance to education as the main factor in the development of society and the economy. At present, this definition already seems narrowed. Human capital includes not only educated specialists, knowledge, upbringing, science, but also tools of intellectual labor and the environment for the functioning of human capital in terms of performing its productive functions. Indeed, a specialist without the software of his work, without the necessary sources of information, databases, methods and technologies cannot, in modern conditions, perform his work, his functions, just as without a high quality of life, a specialist will not work in a given country, but will leave for the country, where he will be provided with comfortable conditions for intellectual work.

In order to consider the theory of human capital, it is necessary to first clarify the essence of some concepts.

Human capital - in economics - the ability of people to participate in the production process.

Human capital is divided into:

1.General human capital is knowledge, skills, abilities that can be implemented in various workplaces, in various organizations.

2.Specific human capital is knowledge, skills, abilities that can only be used in a specific workplace, only in a specific company.

.Human intellectual capital is capital embodied in people in the form of their education, qualifications, professional knowledge, and experience.

So, human capital in economics is understood as a person’s stock of knowledge, health, skills, and experience that are used by an individual to generate income. It should be noted that this is not just the totality of knowledge and abilities that a person possesses.

This means that under the concept of “human capital” you need to see:

Acquired stock of knowledge, skills, abilities;

That it is advisable to use this reserve in one or another area of ​​social activity, and this contributes to the growth of labor productivity and production;

That the use of this stock leads to an increase in earnings (income) of this employee in the future by refusing part of current consumption;

That increased income promotes employee engagement, and this leads to further investment in human capital;

That human abilities, talents, knowledge, etc. are an integral part of every person;

That motivation is a necessary element for the process of reproduction (formation, accumulation, use) of human capital to be fully completed.

The main essential characteristics of human capital are:

a certain stock of knowledge, skills and other productive qualities and abilities of a person, which is the result of investments in a person;

this stock of human knowledge exists potentially and is realized in one or another sphere of social reproduction through its inclusion in the process of social labor. The accumulated stock of knowledge is the basis for the growth of labor productivity and production, the basis for the economic growth of the country;

Using the accumulated stock of knowledge expediently, the employee receives an appropriate income in the form of wages, and society - in the form of national income. The more efficiently human capital is used, the higher the income of the employee and society as a whole should grow;

increasing the income of the employee and society should stimulate them to further accumulate new stocks of knowledge, skills and experience by investing in human capital.

Therefore, human capital is the abilities and qualities formed as a result of investments and accumulated by a person, which, when used appropriately, lead to an increase in labor productivity and income.

When studying the concept of “human capital,” the question arises: why is the entire totality of a person’s productive abilities interpreted as capital?

The following arguments prove this:

The productive abilities of a person are a special form of capital because they are an inalienable personal property and wealth of a person, his property, and therefore they cannot be bought and sold, alienated from the owner;

human productive abilities provide its owner with higher income in the future by giving up part of current consumption, i.e. temporary lost profit;

a person’s productive abilities can generate not only monetary income in the form of wages, but also produce psychological, social, and moral results;

the formation of human productive abilities requires significant costs from both the individual and society;

Human productivity tends to increase as a result of investment and production experience.

Therefore, a person’s productive abilities are his capital, and, being included in the system of social reproduction, they are one of the forms of the total capital of society.

The main elements of human capital usually include:

education capital, including general and specialized knowledge;

industrial training capital (qualifications, skills, production experience);

health capital;

possession of economically significant information (for example, about prices, income);

migration capital, which ensures worker mobility;

motivation of work activity.

When defining the concept of “human capital”, the following features are taken into account:

Human capital is the main value of modern society, as well as a fundamental factor in economic growth.

The formation of human capital requires significant costs both from the individual himself and from society as a whole.

Human capital can be accumulated, namely, an individual can acquire certain skills, abilities, and can increase their health.

Over the course of its life, human capital not only acquires knowledge, but also wears out, both physically and morally. The individual’s knowledge becomes obsolete, i.e. The value of human capital changes economically in the process of existence, human capital is depreciated.

Investments in human capital usually provide their owner with higher income in the future. For society, investments provide a longer-term (in time) and integral (in nature) economic and social effect.

Investments in human capital are quite long-term. And if investments in human capital of education have a period of 12 - 20 years, then a person makes investments in health capital over the entire period of time.

Human capital differs from physical capital in its degree of liquidity. Human capital is inseparable from its carrier - a living human personality.

Direct income received by a person is controlled by him, regardless of the source of investment.

The functioning of human capital depends on a person’s decision and expression of will. The degree of return from the use of human capital depends on the individual interests of a person, on his preferences, his material and moral interest, worldviews, and on the general level of his culture.

Human capital is assessed quantitatively: the total number of people, the number of active population, the number of students, etc.

Qualitative characteristics: skill, education and also that which influences a person’s performance and helps to increase labor productivity.

Conclusion: Human capital is capital represented in an individual by the potential ability to generate income, based on innate intellectual abilities and talent, as well as knowledge and practical skills acquired in the process of training, education and practical activities of a person.

2 Types of human capital

Currently, in the theory and practice of human capital (HC), a distinction is made between individual, corporate and national human capital.

Individual human capital is the accumulated stock of special and specialized knowledge and professional skills of an individual, allowing him to receive additional income and other benefits compared to a person without it.

Corporate human capital is a special and special individual human capital accumulated by a company in comparison with its competitors, know-how, intellectual capital, special management and intellectual technologies, including computer and information technologies that increase the competitiveness of the company.

National human capital is a part of innovative (creative) labor resources, leading specialists, accumulated knowledge, accumulated innovative and high-tech share of national wealth, innovation system, intellectual capital, social capital, as well as quality of life, which together ensure the development and competitiveness of the innovative part of the economy countries and states in world markets in conditions of globalization and competition.

Narrow and broad definition of human capital

There are several definitions of human capital: narrow (educational), extended and broad. As already noted, the socio-economic category “human capital” was formed gradually. And at the first stage, HC included only investments in special education (a narrow definition of HC). Sometimes human capital in a narrow definition is called educational HC.

At the second stage, HC (expanded definition) gradually included (this was done, among other things, by World Bank experts when assessing HC and the national wealth of countries around the world) investments in upbringing, education, science, human health, information services, and culture and art.

At the third stage of development of the socio-economic category HC, investments were added in components that ensure the safety of people (separated from the quality of life of the population due to its particular importance, especially for Russia and other developing countries). In the preparation of an effective elite, in the formation and development of civil society (CS). In improving the efficiency of institutional services for HC, as well as investing in improving the quality of life and in the influx of capital from outside into a given country.

In a broad definition, national human capital is culture, knowledge, health, professionalism, law-abidingness and innovative creativity of specialists, their social capital, as well as high quality of life and work.

The basic component of HC is the mentality of the people, including traditions and culture, attitude towards work, family, and law-abidingness. They have been historically significantly influenced by religions. The determinants of HC are upbringing, education, health, accumulated knowledge, science, quality of life, competition and economic freedom, the rule of law and justice, security, mobility and creativity of business and citizens. - a synthetic and complex socio-economic category at the intersection of various disciplines and sciences : economics, psychology, sociology, computer science, history, medicine, pedagogy, philosophy, political science and others.

The core of the national HC consists of the best and globally competitive specialists who determine the growth and efficiency of the use of knowledge and innovation, the efficiency of entrepreneurial resources, the size and efficiency of the innovation sector of the economy.

For the integral efficiency of HC, all its components are important. Low quality of any of them reduces the overall quality of the HC. In this case, there are negative synergistic and multiplicative effects of weakening the effectiveness of HC while reducing the efficiency or quality of any component, as is currently the case in Russia.

In the modern economy, the creative part of the labor force (creative class) constitutes the core of the accumulated national human capital (HC).

It also includes a qualified part of the labor resources that ensures the effective functioning of the HC, the environment for its functioning and the tools of intellectual work. HC performance is significantly determined by culture and its associated work and entrepreneurial ethics.

From the point of view of the innovation economy, development processes and GDP, human capital can be defined as follows:

Human capital is part of the creative labor resources (creative class), their high-quality material support, accumulated high-quality knowledge, intellectual and high technologies, which annually create a share of innovative and knowledge-intensive products in GDP that is competitive in world markets.

The value of accumulated HC is calculated in this case by summing the shares of innovative products, services and high-tech products in GDP over the average working life of a generation (30 years for Russia).

Human capital in value terms is the share of the innovative economy and its support in the overall economy of the country.

This approach makes it possible to quantify national human capital through the use of integrated country-specific international indicators, which, on the one hand, simplifies the calculations, and on the other, makes them more reliable.

At all levels of human capital - individual, corporate and national, it is based on special, specific knowledge, skills and technologies that determine the competitive advantages of human capital at the corresponding level.

At all levels of human capital, its composition also includes additional qualified labor resources, quality of life, tools and technologies that ensure the implementation of the competitive advantages of the national human capital, the effective functioning of the human capital as an intensive factor in innovation, intellectual work and development.

3 Basic provisions of the concept of human capital

With the increasing role of scientific and technological progress in economic growth, the attitude of Western classical economists to the problems of reproduction of the labor force has changed. The focus of attention of scientists has focused on the problems of creating a qualitatively new labor force, while previously the main problems were the problems of using the available labor force. Structural changes in the economy of modern capitalism served as the objective basis on which the modern concept of human capital arose.

The development of the theory of human capital dates back to the late 50s and early 60s in the USA. It was included as a special section in all Western economics textbooks. At its origins were famous American economists, representatives of the so-called “Chicago school” - Nobel Prize laureates Theodore Schultz and Gary Becker, Barton Weisbrod, George Mintzer, Lee Hansen. Later, major contributions to its development were made by Mark Blaug, S. Bowles, Yoram Ben-Poret, Richard Layard, J. Psacharopoulos, F. Welch, B. Chiswick and others.

In general, this concept lies in line with the neoclassical direction, but the set of analytical tools of the neoclassical school is used by it to study those social institutions (education, health care, etc.) that previously remained outside the scope of economic analysis.

The central methodological installation of the “Chicago School” of human capital - to explain economic processes on the basis of the principle of maximizing behavior of individuals - has been transferred to a variety of spheres of non-market human activity. The emphasis is on quantitative analysis. The concept of the "Chicago School" assumes that investments in education, health care, migration and other activities are made on a rational basis - in order to obtain greater income in the future.

These costs, or investments, in the production of human capital are extremely important for the family and for the entire society.

Expected returns from investment in human capital include higher earnings, greater lifetime satisfaction in one's chosen work, and higher valuations of nonmarket activities.

The costs of producing human capital (investments in human capital) include:

) direct costs, including tuition and other expenses for education, change of place of residence and work;

) lost earnings, which is an element of opportunity costs, since obtaining an education, changing place of residence and work are associated with loss of income;

) moral damage, since obtaining an education is difficult and often unpleasant, searching for work tires and exhausts the nervous system, and migration leads to the loss of old friends and acquaintances.

In general, neoclassical labor market theory contains:

) the theory of labor demand, which includes the theory of marginal productivity and the associated apparatus of production functions;

) labor supply theory, which generally consists of models of choice between work and leisure and models of investment in human capital.

Human capital refers to the knowledge, skills and abilities of a person that contribute to the growth of his productive power. Human capital, as most economists define it, consists of the acquired knowledge, skills, motivations and energy that human beings are endowed with and can use over a period of time to produce goods and services. (Economic theory. / Nikolaeva I.P. - M.: Finstatinform, 2002)

Education and health care are long-term factors. The product of the educational process is a qualitatively new workforce with a high level of qualifications, capable of work of greater complexity. Health protection makes a person capable of more intensive and longer work. In contrast, migration and information search act as short-term factors. If education and health care are associated with actual increases in labor costs, then migration and information seeking reflect fluctuations in the price of labor around costs. Migration and information seeking are distributive processes, while education and health care are separate moments in the production of labor.

Calculations show that in 1969 in the United States, the average lifetime income of men with a college education exceeded the lifetime income of men with a high school education by about $210,000. In the same year, 1969, the cost of four years of college was equal to on average 5.2 thousand dollars

Consequently, the difference in lifetime earnings was approximately 40 times, or nearly $205,000, greater than the direct costs of attending college.

If the growth of educational training is associated with receiving additional earnings that exceed the cost of training, and this, as we see, is exactly the case, then we can, of course, characterize the costs of acquiring education as an increasing cost. But to say that this is capital, that is, self-increasing value, would be absurd. The value of a qualification does not increase on its own: the indispensable condition here is the work of its bearer.

Western economists recognize that the creation of human capital (for example, the learning process) requires active labor efforts from the investor: “Students learn what constitutes work...Students do not enjoy leisure time while studying, they are not completely engaged in consumer activities.” (Roshchin S.Yu., Razumova T.O., “Labor Economics (Economic Theory of Labor)”: Textbook. - M.: INFRA-M, 2000. - 148 p.)

Human capital (i.e., the stock of knowledge and abilities accumulated by an employee) can only be realized in the work of its owner. On the contrary, the increase in the value of capital does not require any labor input from the owner.

But, differing in their political and economic content, the formation of physical capital and the formation of human capital (labor force) have a certain technical and economic similarity: both require the diversion of significant funds to the detriment of current consumption, the level of economic development in the future depends on both , both types of investments provide a long-term productive effect.

What then does it mean to put forward the concept of “human capital”? Nothing more than an awareness of the fact that people's skills and abilities can be a reserve, that is, they can be accumulated. Thus, Western political economy has rediscovered what was known to Adam Smith and David Ricardo and what Karl Marx noted. “The reproduction of the working class,” he wrote, “includes the accumulation of its art, transmitted from generation to generation.” Moreover, K. Marx emphasized that from the point of view of the direct production process, the development of human abilities “can be considered as the production of fixed capital, and this fixed capital is the person himself.”

Chapter 2. The state of human capital in Russia

2.1 Features of human capital development in Russia

Human capital in a broad definition is an intensive productive factor in the development of the economy, society and family, including the educated part of the labor force, knowledge, tools for intellectual and managerial work, living environment and work activity. Human capital is a necessary condition for maintaining the competitiveness of the country's and state's economy in world markets in the context of globalization, as well as the most important characteristic of the activities of legislative and executive authorities in the country. To assess the quality of human capital, the standard of living, literacy, education and longevity of the population, the state of medical care and GDP per capita are measured.

These indicators are taken into account when calculating the Human Capital Development Index (HDI). A quarter of a century ago, Russia occupied 23rd place in the list of 187 countries, and according to data for 2013, we were assigned 55th place. The reasons for this decline are low investments in education, science, culture and public health.

The state of modern education sets the development of the country for many years to come. At the moment, state policy is such that studying in higher educational institutions is increasingly becoming paid and the opportunity to enter the university, especially for students from rural schools, is decreasing from year to year. Statistics claim that “paid education is fully accessible for 12.7% of young people, for 42.1% it involves the need to deny themselves everything, and for 44.8% paid education is not available at all.” In the ranking of spending on education as a share of GDP (3.8-4% of GDP in recent years), Russia in 2009 was in 109th place out of 186 countries. For comparison: in the USA - 5.5% of GDP; in Sweden and Norway - 6.7%; Slovenia - 5.2%; France - 5.6%, Canada - 4.9%. Modernization of education in Russia today is becoming the most important national task. Without its solution, the country will not be able to get rid of the “raw materials curse” and achieve renewal in all spheres of public life on the path of post-industrial development. We need serious changes in the organization and technology of education, an increase in funding and an improvement in the quality of university management.

Due to low investments in population health, Russia ranked 161st out of 224 in terms of life expectancy in 2010, ranked 200th out of 225 in terms of the birth rate of children per woman, and ranked 7th in the world in terms of mortality. If this rate of population decline continues, by 2015 there may be no more than 130 million Russians left, which will lead to a significant reduction in the number of labor resources, an increase in the dependency burden and an aging population (Table 1). If, according to WHO, the average cost for countries in the world in 2009 was 8.7% of GDP, then in the Russian Federation it was 5.3% of GDP. The USA, for example, leads in investments in people’s health (as well as in investments in education, science and in the human capital in general) - 15.3% of GDP. In addition, the US GDP is 6.7 times larger than the Russian GDP. High investments in education, healthcare and science determine the US leadership in the quality of life, in the quality of the human capital, in the knowledge economy and high technology.

Of course, corruption remains a huge problem for the development of human capital in Russia. Most of the cash deposits in the Cheka are used ineffectively, for other purposes, and are embezzled. Thus, a unit of investment in the United States gives four times greater returns than in Russia.

The return on investment in science is also low. Russia traditionally invests a significant share of its GDP on research and development. However, most of these allocations go to the maintenance of state research institutions that have little connection with either the personnel training system or entrepreneurship. Commercial organizations still invest very little money in science. For now, they are satisfied with the possibilities of extensive growth, growth based more on market expansion than on its intensification. The share of enterprises seeking to engage in innovation is only 10%, which is several times lower than in the EEC countries.

Analysis of the processes of scientific and technological development shows that human capital is becoming the most important factor in the development and growth of the economy. If GDP growth is not invested in human development, in improving the quality of life, in education and healthcare, then it will be impossible to expand production and move to an innovative economy and knowledge economy. Back in 1934, Nobel Prize laureate in economics Simon Kuznets wrote that “for a scientific and technological breakthrough, the necessary starting human capital must be created (accumulated) in the country.”

In my opinion, more serious investments are needed in the development of Russia’s human capital, simultaneously in all its components, while simultaneously fighting corruption and criminalization. The most important areas are the financing of science, education and healthcare, and maternal and child health care.

human capital innovative economics

Table 1 Age structure of the population and dependency load

Age groups of the population thousand people 2002 (census) 2007 2010 2020 *** 2030 *** Younger than working age 26327227182285425935.122845.4 Working age 88942901528836079033.276770.5 Older than working age 29778293513070036939.739755.9 Total08139371.8Load ** in %%631578606796815Younger than able-bodied18,216,016,118,316,4In able-bodied61,363,462,355,755,1Older than able-bodied20,520,621,626,028,5Total population100100100100100

*Men aged 16-59 + women aged 16-54

**For every 1000 people of working age there are disabled people (children + pensioners)

*** 2020 and 2030 - Rosstat forecast (2010 Average version).

2 Ways to increase the growth of human capital in Russia using the example of the scientific sphere

To avoid migration of young specialists, it is necessary to develop a sustainable system for retaining, training and supporting personnel. It is necessary to maintain or increase the share of resources to support the scientific environment. Moreover, along with priority support for fundamental research, there should be a wide field for innovation, the participation of business and various enterprises. The regions, along with the center, must create and maintain this system. In this situation, the development of a set of measures for expanded reproduction, maintenance and support of personnel in the scientific and technical complex acquires special importance.

These measures should be addressed to all age categories of people, including their decent pension provision. The focus, of course, should be on the young. It is very good that in recent years a system has been developing in the country to stimulate the influx of young people into science. These are, in particular, grants from the President of the Russian Federation to support young scientists - candidates of science and scientific supervisors, doctors of science, leading scientific schools in Russia. This is the Russian Foundation for Basic Research program “Young Scientists, Postgraduates, Students”. These are federal target programs for the integration of science and higher education, within the framework of which 154 educational and scientific centers were created in 40 regions of Russia, 788 branches of university departments were formed in 364 scientific institutions.

However, despite the importance of the above, these measures are clearly not enough. There is a need to unite the efforts of the Ministry of Industry and Science, the Ministry of Education, the Russian Academy of Sciences, St. Petersburg and other leading universities, interested ministries and departments in order to change the situation with the staffing of Russian science. A significant role should be given to coordinating the efforts of all regions of the country. Special instructions from the President would certainly help create such a system.

The education system is the area where the reproduction of scientific potential begins. The country has good experience in organizing the entire chain: school, university, production, good experience in selecting talented youth for higher education by holding olympiads, creative competitions, organizing youth scientific schools, conferences, creating boarding schools for gifted high school students. This work needs to be expanded, especially since the increasing social stratification of Russian society is significantly narrowing the starting opportunities for young people, especially from rural areas and small towns. Under no circumstances should the system of special secondary education created in Soviet times be destroyed. The problem of access to quality education for talented youth arises. It is also necessary to prepare managers for the scientific field.

Ensuring accessibility to education is comprehensive, along with a system of Olympiads in all regions for the selection of talented youth, one of the important measures could be a system of interest-free lending for young people to obtain higher education, with the definition of a list of banks capable of providing and monitoring this process. Moreover, the agreements would have to be tripartite: student, employer, university, defining the corresponding rights and obligations. This framework could include both a targeted recruitment system and a state order system, including for the defense industries. A young specialist could return, in one form or another, the loan taken in 7-10 years or work for several years in a profession necessary for the country, for example, as a teacher in a rural school. In this way, it would be possible to effectively solve the problem of staffing for socially significant areas, including healthcare. It is important that the problem of obtaining housing, for example, through a mortgage, is also resolved. We emphasize the need to create an effective system for the acquisition and purchase of housing. Moreover, one in which regions, businesses and various firms and enterprises would be interested. Currently, programs are being launched for the construction of departmental housing, the development of mortgage lending, with the subsequent write-off of part of the loan to those who fruitfully work for Russian science.

Let us add that there are proposals to create special national innovation complexes in Siberia and the Far East, stimulating the migration influx to these regions (there is a program for innovative regional development developed by a team from Samara). Meanwhile, the regions are not ready for this, and few people are interested in the content of this program.

The following programs already operate at Moscow State University. Firstly, the “100+100” program: every year 100 young candidates of science become associate professors without waiting lists and 100 young doctors of sciences become professors without waiting lists. Thanks to the program, about two thousand young people have already made their careers 5-10 years faster. Secondly, a competitive program to support young researchers and teachers: each of the 100 winners is awarded 5 thousand rubles per month for a year. The goal of the third program is to retain in domestic science those who have defended their PhD and have great opportunities to obtain further results. For such specialists, at least a two-year scientific internship with a good salary is organized at the university.

In general, it is clear what needs to be done. The issue is not simple, and, most importantly, it cannot be solved quickly and cheaply, but it must be resolved if we want to be an effectively developing state.

Thus, based on the data presented, we can conclude that human capital is formed through investments in improving the level and quality of life of the population, including in upbringing, education, health, knowledge, entrepreneurial ability, information support, security and economic freedom of the population, as well as science, culture and art.

Human capital as a stock of knowledge, skills, abilities, and experience can not only accumulate in the investment process, but also materially wear out.

The return on investment in human capital increases over time. It is not subject to the law of diminishing returns if the strategy for human capital development is correctly chosen.

Chapter 3. Problems and ways to solve them using human capital

1 The main problems of using human capital in the modern Russian Federation

Human capital in Russia is not used to its full potential. The fact is that the events associated with Russia's transition from a planned system to a market system led to the depreciation of the human capital accumulated earlier. This affected knowledge, perception, thinking habits, skills acquired both during formal education and in the work process. Productivity dropped sharply. It is estimated that approximately 40% of Russian workers have been forced to change occupations.

Due to this kind of stress, many people's health and overall well-being have deteriorated. However, the positive side of our mentality played an important role. The desire and willingness to constantly learn was very useful at a time when it was necessary to make up for lost human capital.

Today, our country, which has great natural and reproducible potential, is on the verge of a situation where the quantitative and qualitative indicators of human capital are not enough to solve problems related to economic development, reproduction, and the development of fuel and energy, natural and raw materials resources. The problem of efficient use of available human capital arises.

There are a number of parameters through which we can determine the effectiveness of using human capital. These include:

· Amount of working time;

· Workload of the working day;

· Amount of work performed;

· Quality of work performed;

· The degree of coordination of employee actions with each other and with business goals.

The above parameters are characterized by the following components: the optimal amount of knowledge of the employee, the presence of experience and intuition, the optimal level of energy (inspiration). The latter is usually determined by the level of material and non-material incentives, a healthy lifestyle, rest, working conditions, that is, the ergonomics of workplaces and surroundings.

The instability of the external environment, a weak legislative framework, the precarious financial situation of Russian companies associated with the recent global economic crisis, the difference between supply and demand in the labor market, as well as an ineffective corporate governance system played a role in orienting business entities to the so-called survival strategy. In other words, short-term benefits have become a priority over the long-term goals of the company's development and the interests of consumers. All this had a negative impact on the quality of work and service provision and led to a deterioration in the quality of life of people. An increase in the number of people with mental illness has become apparent. The problem of reliable information about official indicators of the prevalence of mental illness is associated both with the expansion of the alternative (private) sphere of relevant medical services, and with the fact that patients refrain from seeking help from public medical institutions for fear of losing their jobs. Moreover, life in megacities also has a negative impact on people. According to a survey conducted by the Superjob research center, almost 43% of Russians have 3-4 hours of free time after work. After an eight-hour working day, time spent traveling to the office and home, delays after work, study - residents of large cities have almost no time and energy left for themselves. Such fatigue affects the quality and volume of work performed and the level of employee motivation to work.

The job situation also remains a significant problem. Most of them do not meet a number of requirements. In accordance with Article 209 of the Labor Code of the Russian Federation, “a workplace is a place where an employee must be or where he needs to arrive in connection with his work and which is directly or indirectly under the control of the employer” Labor Code of the Russian Federation, Chapter 33, Article 209. First of all, , the workplace must meet occupational safety requirements. In addition, it must meet psychological and physiological requirements. In reality, the opposite is true. This is especially true for government institutions, where equipment and machinery are long outdated and often not suitable for full use; there is no need to talk about convenience or aesthetic requirements.

Thus, human capital in many countries is now not used to its full potential (with an efficiency of about 5%-10% or less), including in Russia. Not only the historical events of the last century, but also the ineffective organization of labor played a role in this. The development of the Russian economy, improving the well-being of citizens - all this directly depends on human capital. That is why it is important to pay attention to increasing the efficiency of using human capital. In other words, it becomes necessary to create a system in which the creative potential of employees is used as effectively as possible, as well as the rapid growth and development of this potential.

Reasons for the low efficiency of human capital in Russia.

The effectiveness of investments in human capital is tested by the market. Ultimately, an important element of this test is the level of national wages. In 2004, hourly industrial wages in Russia were $1.7, and although this was three times higher than in China, India and Indonesia, it was 1.4 times less than in Central and Eastern Europe ( CEE) and Latin America. Whereas in terms of labor productivity in industry, Russia was at the same level as the countries of Central and Eastern Europe and Latin America.

In Russia, deep differences in employment and wages between the constituent entities of the Russian Federation remain. Average employment level in Russia for 2002-2003. was 59.4%, and the total ranged from 74.3% in the Evenki Autonomous Okrug to 22.4% in the Republic of Ingushetia.

At the beginning of the 21st century, almost a third of the Russian population received wages comparable to the subsistence level. And only in the mining regions and some regions of the North-West of Russia (Moscow, Moscow region, etc.), the level of accrued salaries is noticeably higher.

Among the regions-subjects of the Russian Federation in terms of the level of per capita cash income of the population, Moscow and gas production regions in the Tyumen region stand out. Two stages can be distinguished in the dynamics of wages: the strengthening of differences (until 2000) and their weakening after the Government of V.V. came to power. Putin. The quality of life of the population is largely determined by its economic activity. On the other hand, the economically active population ensures the supply of labor in the labor market to create goods and provide services.

The negative trends of the first half of the 90s were overcome only at the very end of the twentieth century. In 2005 the economically active population, according to the State Statistics Committee of Russia, amounted to 73.8 million people, including 68.6 million people employed in the economy, and the number of unemployed people amounted to 5.2 million people, which is noticeably lower than at the beginning of the 20th century. (the number of unemployed in 2000 was 7 million people).

There is still a noticeable difference between men's and women's employment. The smallest gap is observed in the group of 40-44 years old and the largest in the group of 55-59 years old. This occurs, first of all, due to the earlier retirement of women.

Giving birth and raising children has had a much lesser impact recently: the difference in employment between men and women aged 20-34 was only about 10 percentage points.

The general conclusion that can be drawn is rather disappointing: the payment structure of Russian citizens does not correspond to the era of the scientific and technological revolution. Moreover, the current education system does not help improve the situation. Higher education has become a social norm that does not adequately reflect the level of ability. Meanwhile, in the West, increased education contributes to higher wages.

Each level of education in the United States contributes to an increase in annual household income, and the gap is very large. Americans who failed to complete the 9th grade of a 12-year high school receive 6 times less than those who defended their doctoral dissertation at a university.

However, not only this final gap is important, gradations are important: those who completed high school receive 2 times more than those who did not complete it; those who have received a bachelor's degree are 2 times more than those who have a certificate of secondary education. It is noteworthy that it is important not only to study at school, but also to pass final exams for a matriculation certificate, not only to attend university, but also to obtain a bachelor’s certificate, not only to study in a master’s program, but also to defend a master’s thesis.

It is not surprising, therefore, that the share of wages in GDP in developed countries is significantly higher than in Russia and developing countries. If the share of wages in Tajikistan’s GDP in 2004 was 13.5%, in Turkey - 26.3%, in Mexico 30.4%, in Belarus - 44.2%, in Russia - 45.7%, then in Great Britain - 55.7%, and in the USA even 57.3%.

However, the system of higher and secondary specialized education that remains in Russia does not contribute to solving the above problem. Since most educational services are currently provided by the state free of charge, there is a natural desire to receive these benefits in maximum quantities, regardless of the growth of their returns. Education is a public good that widens the gap between expected private benefits and private costs. Since this gap grows with each year of study, there is a natural tendency in Russia to increase the duration of study, regardless of the return that this study could bring.

Russia is currently closer to Romania, Bulgaria, Ukraine and Belarus in terms of labor productivity. True, total labor productivity in Russia at the beginning of the 21st century has increased significantly.

However, the reasons for this growth are well known. This was due to the growth of the oil and gas sector, which accounted for 20% of Russia's GDP but less than 1% of employment. Labor productivity in the oil and gas industry was almost 30 times higher than in other industries.

However, recently the situation has been worsening, as employment in this sector is growing faster than labor productivity.

A necessary condition for increasing labor productivity is the development of fundamental and applied scientific research. And here the past successes of Russian science are also obvious. However, over the past 11 years, the number of researchers has decreased by 130 thousand people, technicians - by 35 thousand people, support staff - by 60 thousand people, and other personnel - by 30 thousand people. Of course, the commercialization of science involves optimizing the number of scientific employees.

However, if this occurs without significant restructuring of organizational mechanisms and management, it can cause significant damage to science.

3.2 Ways to improve the efficiency of using human capital

There is a problem that any state with a developing economy has to resolve: how much of the investment should be invested in human capital that does not provide a quick return? It is clear that these investments in a developing economy at the first stage are made mainly from budgets of all levels at the expense of the economy on other expenditure items. It is also necessary to provide tax and other incentives for investment in human capital by private businesses.

The main condition for the growth of human capital in Russia is wage growth. Another condition for the growth of human capital is high investment in education.

In general, to solve the problem of growth of Russian human capital, the following is necessary:

develop a program for financing and stimulating the growth of the size and quality of Russian human capital;

develop a general ideology of the state;

increase direct public and private investment in human capital;

provide benefits to legal entities and individuals investing in human capital;

increase public investment in preschool and school education;

increase targeted educational benefits for children and youth;

implement computerization of education;

carry out an effective transformation of medical care for the population.

Some of the above problems are already being solved, but a systematic approach to solving the problem of human capital development is needed. There are positive trends in the development of Russian human capital, namely:

the formation of a new elite with a market outlook;

weakening of the influence of the remnants of Soviet ideology on the population;

understanding of a number of problems facing the country in the country's senior leadership;

favorable global price environment for natural resources;

growing desire of the population for education, including higher education;

transition of the education system in economics and humanities to standards close to those generally accepted in developed countries;

providing a variety of educational products and services, public and private, in this area;

rapid development of the sphere of paid medical services and bringing their quality closer to world standards;

gradual transition to transparent reporting of legal entities according to international standards.

Consequently, the above facts about the development of human capital in Russia indicate that human capital in the Russian Federation has problems of formation and growth, namely:

low life expectancy of the population;

degradation of fundamental sciences, therefore, degradation of the education system;

low GDP per capita;

insufficient funding of science and education from the state;

low quality of work;

outflow of highly qualified specialists abroad, etc.

Only increasing public and private investments in human capital and their effective use can correct the current situation in Russia with low growth of human capital and bring it out of the crisis. This will make it possible to overcome the split in Russian society and reduce contradictions between the state and the population.

Among the priority areas for improving the use of human capital, one should also note the orientation of budget policy towards ensuring a high standard of living for the population. In this direction, it is necessary to recognize the implementation of the following measures: achieving a balanced budget by increasing revenue rather than reducing expenses; strengthening guarantees and rationalization of state financing of the social sphere, education and health care. Moreover, the increase in budget revenues should be carried out through an increase in production volume, improvement of tax policy, in particular, the development of a system of indirect financing of the social sphere. To strengthen the guarantees and rationality of state financing of the social sphere, it is necessary to strengthen control over financial expenditures and practice financing of healthcare, education, and culture on the basis of targeted programs. For example, “Prevention and control of socially significant diseases”, “Clean water”, “Federal target program for the development of education for 2011 - 2015”, “Russian language”.

One should not ignore such an aspect as motivating a person for high-quality and highly productive work.

Methods of moral encouragement of employees can be manifested in public recognition, promotion of an employee, training, and the creation of a favorable psychological climate.

Among the economic methods of motivation, we can highlight material incentives, which include bonuses, paid vacations, wages, preferential meals and much more.

Thus, there are a number of problems that hinder the effective use of human capital. However, our country has the opportunity to improve this situation. This requires active government regulation. The implementation by the state of the proposed measures should have a beneficial effect on the efficiency of use of human capital. Motivation also remains an important element, combining various methods of stimulating employees to perform quality work. Thus, thanks to the right government policy and incentives for workers, Russia’s human capital can be used to its full potential.

Conclusion

In the most general sense, human capital is the knowledge, skills and professional abilities of an employee. The very concept of “human capital” characterizes the quality of the workforce, the employee’s capabilities in the labor process.

Thus, human capital is a term denoting the accumulated knowledge, skills and mastery that an employee possesses and which he acquires through general and special education, professional training, and production experience. The concept of human capital was first put forward by the American economist G. Becker in 1960.

Despite the fact that many ideas of the theory of human capital can already be found in A. Smith, it is relatively young: its formation occurred in the 50-60s of this century. Prominent representatives of the “human capital” school are T. Schultz, G. Becker, J. Mincer and others. Scientists from the “human capital” school studied the influence of the duration of training of workers, their skills and abilities on wages, efficiency and economic growth of enterprises. In other words, their main task was to determine the economic return on investment in people. The research results were largely sensational. In particular, it turned out that the economic return on employee training costs far exceeds investments in new technology and equipment.

Economic assessments of human capital have become widely used at both the microeconomic and macroeconomic levels to determine the value of national wealth, society's losses from wars, diseases and natural disasters, in the field of life insurance, the profitability of investments in education, health care, migration and for many other purposes.

The current stage of world scientific, technical and socio-economic development is characterized by a radical change in the role and importance of the human factor in the economy and society. Human capital is becoming the most important factor in economic growth. According to some estimates, in developed countries, increasing the duration of education by one year leads to an increase in gross domestic product (GDP) by 5-15%

Today in Russia, against the backdrop of America’s victorious march in the political, economic and military fields, opinions are increasingly being expressed about the ineffectiveness of Russian education, allegedly unable to provide the desired breakthrough, and about the need to reform our education system in the image and likeness of the American one.

Unfortunately, today's Russian science, as well as high-tech business, with rare exceptions, do not demonstrate outstanding results. This is largely due to the fact that over the past 15 years Russia has been going through a painful period of transformation. In addition, the system of applied science that emerged during the Soviet period (at a very high level of development) was initially focused primarily on the needs of the military-industrial complex, which also affected its position in the new conditions.

Therefore, at present, in conditions of relative stabilization of macroeconomic indicators, the problem of reforming the education system, science and stimulating innovation is acute.

To achieve these goals, at the end of 2004 - beginning of 2005, the Ministry of Education and Science developed the Development Strategy of the Russian Federation in the field of development of science and innovation for the period until 2010. This indicates that the policy in the field of science and innovation will be one of the priorities.

Bibliography

1.Genkin B.M. Motivation and organization of effective work (theory and practice), Moscow: Norma: INFRA-M, 2011

2. Guzakova O.L., Fursik S.N., Andronovich S.A., Zhilina E.A. The quality of human capital as a factor of economic growth, Vologda: VSPU, 2011

Report on the development of human potential in the Russian Federation for 2011 / M.: Ves Mir, 2011

Kapelyushnikov R.I. Human capital of Russia // Materials of the Third Summer School on Labor Economics. Moscow. July 5-11, 2009.

Korchagin Yu. A. Efficiency and quality of national human capital of the countries of the world. - Voronezh: TsIRE, 2011. 6c

Lavrova L.A. Economic growth and human capital, Omsk: Omsk State Publishing House. University, 2009

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Labor power is the main driving factor in the production process, and social reproduction in a broad, national economic aspect is the resumption of the production of goods and the reproduction of the labor force itself. These points have invariably attracted the attention of economic theorists.

Modern trends in social development, due to a significant increase in the scale of scientific and technical progress, which paved the way for globalization processes, are associated with fundamental shifts in the structure of social capital, the formation of a new model of economic organization and human resource management.

The human factor turns into the leading productive force of social development: it is he who contributes to the improvement and optimal use of all other factors of production, without which the remaining components of the economic system are unable to function. At the same time, significant transformations are taking place in the human factor itself. Society is becoming not only more and more interested, but also dependent on the level of development of human potential, without which the further effective functioning of advanced industries is unthinkable. It is a person’s intellectual abilities, his education, the ability to generate new knowledge, creativity and initiative that are most in demand by society.

This attaches particular importance to the problems of preserving, accumulating and effectively using human capital, which acts as a key and decisive strategic resource for the development of the economy and society as a whole. All of the above factors determined relevance topic under study.

Target works: characterization of the essence of human capital and its role in the modern economy.

In accordance with the set goal, the following main tasks :

Consider the concept of human capital, its types;

Consider the features of the formation and accumulation of human capital;

Study the impact of the human factor on a market economy.

Study the methodological foundations of the concept of human capital;

Consider the main provisions of the concept of human capital;

Research methods:

- processing, analysis of scientific sources;

- analysis of scientific literature, textbooks and manuals on the problem under study.

Object of study This course work is human capital.

Subject of study– human capital and its role in the modern economy.

1. Human capital: concept and types. Formation of human capital

1.1. Concept and types of human capital

Man, his creative qualities, powers and abilities, with the help of which he transforms himself and the world around him, have traditionally occupied a central place in economic and social sciences. At the same time, the accelerated development of the material and technical base of production associated with the industrial revolution overshadowed the problems of human development and his productive abilities, creating the illusion of the superiority of physical capital in ensuring economic growth. As a consequence of this, for many years human productive abilities were considered and assessed as one of the quantitative factors of production. The task was only to successfully combine labor, fixed and working capital.

The evolutionary development of society is accompanied by the evolution of human status in the economic system of society. Labor, which is a conscious, purposeful and effective activity, is the most essential part of human life, and concepts in this area are being transformed most dynamically.

At the stage of the emergence of capitalism, the basic concept for the development of production was the concept of “labor power”, or the ability to work, “the totality of physical and spiritual abilities possessed by the organism, the living personality of a person, and which are put into action by him whenever he produces any use values." A person here was considered as a means of labor, as a productive force, and his abilities were assessed only in the process of producing economic goods. Physical and spiritual abilities had a qualitative dimension, but were not structurally represented and were assessed in simplified quantitative terms.

With the increasing role of scientific and technological progress in economic growth, the attitude of Western economists to the problems of reproduction of the labor force has changed. The focus of attention of scientists has focused on the problems of creating a qualitatively new workforce, while previously the main problems were the problems of using this workforce. The comprehensive automation of production processes and the commissioning of mechanisms that were difficult to manage required a revision of the attitude towards the “basic material”, which gave rise to the concept of “human resources”, which expresses a different essence and a different quality of labor and labor relations. Human resources include the level of education, creativity and potential for the comprehensive development of employees, their health, general culture and morality, improvement of labor relations, motivation, entrepreneurship, etc.

Structural changes in the total labor force, interest in factors of economic growth and economic dynamics were the reason for the emergence and development of the theory of human capital.

Under the influence of the scientific and technological revolution, automation and mechanization of labor, transformation of the social structure of society, increasing in these conditions the importance of qualifications, the level of education of each person individually and the population as a whole, the traditional point of view on the strict distinction between labor as the primary factor of production and capital as a factor derivative, inherited from the industrial revolution, has lost its original meaning.

In this regard, ideas about the ability to work itself are modified. The concept of “labor force” no longer fully expresses the increased role of a person in the economy, who no longer simply influences material capital, but manages it; he is required not just to have professional knowledge, but to be able to make informed decisions.

A person’s abilities are the result of purposeful efforts made by both the owner himself and the people around him. Therefore, it can be argued that any person contains a certain amount of past labor, which is used by him and serves as a kind of capital, i.e., unlike labor power, which is sold or bought in the wage labor system, human capital is advanced and reimbursed as fixed capital, requiring significant investments in the process of its formation and development.

Taking into account the intangible nature and multidimensionality of human capital, various authors freely formulate the concept of human capital and place ambiguous emphasis on its individual components: some tend to focus on the functional side of human capital, i.e., its ability to generate income, while others provide it essential characteristic - as a form of personal factor of production. In almost all definitions after the 60s. in the twentieth century the principle of an expanded interpretation of human capital is observed: not only realizable knowledge, skills and abilities, but also potential ones (including the possibility of acquiring them); not only external stimulation, but also internal motivation of the employee, which, in essence, does not change the economic content of human capital.

Human capital can be most fully characterized as follows: it is innate, formed as a result of investments and accumulated a certain level of health, education, skills, abilities, motivations, energy, cultural development, both of a specific individual, group of people, and society as a whole, which are appropriate are used in one or another sphere of social reproduction, contribute to economic growth and influence the income of their owner.

Human capital, being part of total capital, is a combination of its constituent elements, i.e., it has its own internal structure.

Most economists form the structure of human capital according to the cost principle, based on various types of investments in human capital.

As a result, I. V. Ilyinsky identifies the following components: educational capital, health capital and cultural capital.

F. Neumann considers a combination of the following four components to be the main components of human capital: cultural and ethnic characteristics; general education; professional education; key qualifications.

E.V. Vankevich highlights: education and professional training, awareness; physiological characteristics of the individual and health status; professional and geographic mobility; psychological characteristics of the individual, driving needs, motivation, values.

Depending on the degree of generalization of human capital in its structure, the following components can be identified: individual, collective and social. The first two are considered at the micro level, as the human capital of an individual and a group of people united according to a certain characteristic: the team of a company, members of a socio-cultural group, etc. The social component is human capital at the macro level; it represents the entire human capital accumulated by society, which, in turn, is part of the national wealth, a strategic resource and a factor in economic growth.

The most generalized approach to determining the components of human capital is the approach of Yu.G. Bychenko, according to which the structural structure of human capital is as follows:

Biological human capital - the value level of physical abilities to perform labor operations, the level of population health;

Cultural human capital is a set of intellectual abilities, education, skills, moral qualities, and qualifications of individuals that are used or can be used in work and legitimize the possession of status and power.

Biological human capital consists of two parts: one part is hereditary, the other is acquired. Throughout an individual's life, wear and tear of this capital occurs, accelerating more and more with age (death must be understood as a complete depreciation of the health fund). The implementation of investments related to health protection is capable of only strictly limited development of the biological capital of the employee. Its main purpose is to increase the period of active life of the individual.

Cultural capital is a person’s linguistic and cultural competence, wealth in the form of knowledge or ideas that legitimize status and power, support the established social order, the hierarchy existing in society. The cultural capital of an individual is characterized by the following indicators: intellectual culture (intellectual capital), educational culture (educational capital), moral culture (moral capital), symbolic culture (symbolic capital), social culture (social capital).

To reproduce human capital, significant costs and various types of resources are required both from the individual and from society (government institutions, private firms, families, etc.). Emphasizing the similarity of such costs to investments in other types of capital, economists refer to them as investments in human capital. The sources of such investments are the costs of employers, government budget expenditures, and individual expenditures of citizens.

Thus, human capital is a very important type of investment in a modern economy.

Human capital differs markedly from physical capital, firstly, in that it is inseparable from a person, it cannot be bought, it can only be taken or provided for use under certain conditions, and, secondly, in that knowledge and skills can be acquired and without additional investments, but in practice, through on-the-job training. At the same time, human capital, like physical capital, is subject to physical and moral wear and tear: human capabilities (physical, mental, psychological, etc.) may decline over time, knowledge may become scarcer, its bearer may degrade, and the knowledge itself may simply become obsolete.

1.2. Formation and accumulation of human capital.

The key role of knowledge, the possibility of its development, accumulation and use in ensuring economic development have received wide public recognition. At the same time, accelerating the obsolescence of knowledge, increasing educational requirements for the workforce and entrepreneurial abilities, and the intellectualization of labor lead to further changes in the structure of human capital in the “new economy”, introducing changes into the process of its formation, accumulation and conditions for effective use.

Firstly, changes are taking place in the process of human capital formation. On the one hand, global information networks, which make it possible to intensify exchange and cooperation in the scientific, technical, cultural, and commercial spheres, form a global information field that generates knowledge, although with an unequal degree of access to it for different regions of the world and categories of citizens. On the other hand, since not all information can be codified, global information networks do not solve the problem of effective knowledge generation unless they are complemented by connections and cooperation through personal contacts and joint creative activities. Thus, the importance of international relations is increasing both between firms, universities and government research centers, and between individuals - scientists, specialists, businessmen.

Secondly, in the process of accumulating knowledge, a person has the properties of self-improvement and self-development, which results in a change in the structure and improvement in the quality of human capital. Changes in the structure of human capital in the conditions of the “new economy” are due, first of all, to the reduction since the mid-twentieth century. time lag between stages in the use of scientific and technical progress achievements. If earlier radical technical changes in social production took place after about 35–40 years, and the knowledge acquired in vocational educational institutions was sufficient throughout the entire working life of a specialist, then in modern conditions technologies can be updated within 4–5 years, and in in the most progressive industries - 2 - 3 years, and the need for renewal is dictated not so much by physical, but rather by obsolescence. This predetermined a change in the conditions for providing production processes taking place in the “new economy” with highly qualified workers, the required training time for which increased to 12–14 years.

Previously, the main importance for economic development was the educational component of human capital, which affects labor productivity, which is formally described in the model of R. Lucas. In the “new economy”, the main mechanism of influence of human capital on economic development is the influence of the innovative component of human capital, described in P. Romer’s model. P. Romer focuses on the role of human innovative abilities as a key factor in the production of new knowledge, improvement of production processes and ensuring the dissemination and application of new knowledge in the economy.

Thirdly, the objective requirements for the knowledge and skills of workers, retraining of personnel, increasing their intellectual and cultural level, creating conditions for creative development and self-realization of the individual have radically changed, since in modern conditions labor efficiency increasingly depends on accumulated knowledge and the global level of thinking , initiative and creativity, the ability to navigate changing conditions of high uncertainty and risk. It should also be noted that the requirement of continuous education applies not only to the individual, but also to the team that makes up the personnel of companies and organizations. The organizational basis for the inclusion of individuals in the innovation process is the network principle, which allows the formation of transnational innovation structures and promotes closer interaction of all its participants, strengthening forward and backward connections. Therefore, in the structure of individual human capital, the importance of social abilities, intra-company trust and the ability to work in a team increases.

Fourthly, since, as M. Castells showed, the main contribution to productivity is made by workers aged 25–40 years, investments in health acquire special significance associated with lengthening the period of human creative activity. According to the theory of human capital by M. Grossman, the peculiarity of health capital is that it affects productivity not directly, but indirectly, reducing the period of disability and extending the period of productive use. Health determines an individual's potential flow of labor services, how they are used, and their productivity. In this regard, in the “new economy” the importance of preventive health care expenditures, including expenses for maintaining a healthy lifestyle, is increasing.

It should be noted that the formation of human capital must be considered as a two-way process of interaction between the individual and society. To realize human capital, individual motivation is not enough; motivation of society as a whole is necessary, which places a demand on the knowledge and skills a person has. It follows that “economies that fail to invest in human capital cannot expect to achieve the same growth rates as others, even if they have access to the same technology, because they lack the knowledge to effectively use such technology."

1.3. Human capital and the problem of income distribution

The distribution aspect of the theory of human capital is of particular importance for Western political economy. Typically, the focus of attention of Western economists was the so-called functional distribution, i.e. distribution of income among factors of production - labor, land and capital. The concept of human capital introduces another factor – human capital. In it, the main aspect is placed on the personal distribution of income accruing to the owners of this fourth factor.

“Two classical factors of production - capital and labor,” writes the Swedish economist A. Lindberg, “can apparently be divided as follows: capital - into natural resources, reproducible tangible assets and financial assets, and labor - into pure (homogeneous) ) labor, human capital and natural abilities.” This statement is illustrated by the following diagram:

Capital in the traditional sense (physical capital):

1) Natural resources traditional rent.

2) Reproducible tangible assets and return on capital.

3) Financial assets interest.

Human capital and labor:

1) Reproducible human capital income on human capital.

2) Natural abilities - rent for natural abilities.

3) Net labor in the narrow sense of net wages.

As a result, it is not clear what should be left to the share of “labor in the narrow sense”: after all, all the qualitative characteristics of a worker are either inherited “natural abilities” or acquired in the process of training and education.

The above scheme served as the basis for a huge number of econometric studies and transferred the analysis of distribution problems from the macroeconomic sphere, where we are talking about the distribution of national income between social groups and classes, to the sphere of microeconomics - to the sphere of personal income distribution. The main problem: what is the relationship between the quality of work and its payment and to what extent is this relationship distorted by the action of various kinds of incidental factors?

Education is far from the only determinant of earnings. Motivation, work experience, level of ability, social origin, health status - all this is one way or another reflected in the amount of salary. Therefore, attributing to education all the differences in earnings between groups with different levels of training leads to an overestimation of the true economic effect of training.

The first factor, social background, explains who receives higher education, but does not explain why these people earn higher earnings. The next factor is differences in the level of health of individuals. The state of health of each person is interpreted in the concept of human capital as capital, one part of which is inherited and the other is acquired.

Throughout an individual's life, wear and tear of this capital occurs, accelerating more and more with age. (Death is understood as the complete depreciation of the health fund.) Investments related to health protection can slow down the pace of this process. The flow of services produced by the health fund is thus reduced to “sickness-free time.” Most Western researchers believe that people with better educational preparation are more effective in producing and using their “health capital”: they lead a healthier lifestyle, choose, on average, less harmful and dangerous professions, use medical services more wisely, etc.

At the same time, high education and good health may be independent consequences of some common cause. For example, the less a person has a so-called “subjective norm of time preference” (i.e., the degree of his preference for present goods over future ones), the more actively he cares today about his tomorrow and the day after tomorrow.

In practice, this can be expressed in a greater propensity to save, a lesser propensity to purchase goods on credit, as well as a willingness to invest more in human capital - both in the form of educational investments and in the form of investments in the “health reserve”.

Both education and health-related activities involve present costs for future benefits, and it seems clear that individuals differ in their willingness to make such forward-looking investments.

1.

2. Implementation of the human factor, its impact on the market economy and its assessment

2.1. Impact of human capital on the economy

What are the impacts and economic benefits to society from human growth?

Firstly, in the growth of GDP and labor productivity. Foreign researchers have calculated that an increase in the duration of education in the country by one year leads to GDP growth by 5-15%. In developing countries this figure is even higher; for low-income countries it is 23%. The U.S. Department of Labor's Bureau of Labor Statistics estimates that rising average levels of education in the workforce contributed to at least 20% annual growth in labor productivity between 1983 and 1992.

Secondly, the competitiveness of the national economy, which determines the country’s development prospects, is very closely related to the state of the human capital of society, which is determined primarily by the educational level of the population. Knowledge itself quickly becomes outdated; But more educated and qualified people are able to retrain faster and master fundamentally new technologies - and this circumstance becomes decisive. It is not surprising that in the United States, leading universities intend to move away from the narrow specialization traditional for American higher education and focus more on training specialists with a wide profile, equipping specialists with basic scientific principles instead of informative knowledge and specific skills.

Thirdly, an increase in educational level helps reduce unemployment. The fact is that education has a greater impact on a worker’s total earnings than on his hourly rate of pay. This means that with increasing education, a person spends more time on the labor market, works more, and, thus, increasing education reduces the unemployment rate.

Analyzing why the state takes on an increasingly significant part of the costs of education, we cannot limit ourselves to the economic side of the issue. The growth of the educational level of citizens brings significant social benefits to society. Reducing unemployment is a more than obvious example, but there are others. Thus, more educated people are more likely to become wealthy, while an increase in the layer of wealthy people, the middle class, guarantees social stability and predictability to society, reduces the overall level of crime, especially in those types of crimes that are caused and provoked by poverty and misery. The middle class is less susceptible to the ideas of extremism and totalitarianism.

When assessing the economic efficiency of investments in education, according to foreign researchers, it should be taken into account that for society the discount rate is lower than for an individual, since it is more focused on achieving long-term goals.

An analysis of international experience also proves the need for government support for in-house training. Investments in human resources and staffing become a long-term factor in the competitiveness and survival of an organization.

Currently, almost all developed countries are implementing programs to ensure the quality of the workforce and train management specialists of the 21st century. High qualifications are the basis for social security and sustainability in the labor market: such workers are mobile, quickly and independently find employment. Investments in human resources and staffing become a long-term factor in the competitiveness and survival of an organization. In Japan, personnel development is considered a priority for solving the problems of the information technology revolution and therefore receives government support in the form of budget subsidies. German companies annually spend about 9 billion marks to improve the level of education and qualifications of their employees.

It should be noted that the assessment of human capital is quite difficult, since this category has a holistic, integrative nature. It contains an anthropological component, reflecting the unity in man of the social and biological, public and individual. The structural components of human capital can be used to characterize an individual, a social group, and the country as a whole. Indicators relating to the material and spiritual aspects of the development of an individual or society are also considered in unity. Experience shows that it would be wrong to underestimate or overestimate the importance of any other side to the detriment of one.

2.2. Human Development Index

The Human Development Index (HDI) is used to assess and compare the level of socio-economic status of different countries. This universal comparable meter was introduced into international political and scientific circulation by the United Nations as part of the preparation of world reports on human development, published by the United Nations Development Program (UNDP) since 1990.

The HDI is a summary indicator of human development that characterizes the average level of achievement of a given country in three critical aspects of human development:

1) a long and healthy life, measured by life expectancy at birth;

2) knowledge, determined by the literacy level of the adult population (with a weighting factor of two thirds) and the total gross enrollment of students in primary, secondary and higher education institutions (with a weighting factor of one third);

3) a decent standard of living, measured by GDP per capita (PPP in US dollars).

The choice of these indicators is not accidental, since the labor potential of society increases due to a reduction in morbidity and injury, which leads to an increase in the workforce and an expansion of the scope of work activity. Improving the health of the population is considered as an important factor in physical development, increasing efficiency and, accordingly, expanding opportunities for creating products and services, accumulating knowledge, etc. Increasing the level of education of both an individual and the population as a whole significantly affects the quality of human capital - the main factor in increasing wealth society - and determines the growth of social productivity. The level of education characterizes the accumulated educational, labor, scientific, intellectual and creative potential, constituting a fund of cumulative knowledge and skills - the spiritual wealth of society.

Thus, the HDI takes into account most of the components of human capital and quite adequately characterizes the amount of human capital accumulated by a certain state.

The mechanism for calculating the HDI comes down to finding indices for each of the three above aspects using the following general formula:

where I A is the index for the aspect, K FACT is the actual value of the indicator, K MIN, K MAX are the minimum and maximum (limit) values ​​of the indicator.

When calculating the life expectancy index, the limit values ​​are 25 and 85 years; in the adult literacy and gross enrollment indices they are 0% and 100%; in the GDP per capita index - 100 and 40,000 dollars. USA according to the PPP of the national currency.

The HDI itself is determined as the arithmetic average of the indices for the aspects.

This indicator is used by the UN as the basis for comparative ratings of various countries in terms of human development.

Human capital is inseparable from a person as its carrier, therefore the preservation and effective use of human capital is predetermined by the biosocial essence of a person. In light of this, not only, and perhaps even not so much, the development and strengthening of curative, but also preventive medicine, strengthening educational and educational activities to affirm the value of human life and strengthen the physical, psychological and social health of the population, increasing the effectiveness of physical culture and health mass sports work for the purpose of physical improvement.

Conclusion

Thus, at the post-industrial stage of development of a society with a socially oriented market-type economy, human productive forces are realized in the form of human capital, which represents a certain stock of health, scientific and educational knowledge and motivations formed in the form of investments and accumulated by a person, which lead to an increase in the worker’s qualifications, are expediently used in one or another sphere of social reproduction, contribute to the growth of productivity and quality of labor and thereby lead to an increase in a person’s earnings.

Economic assessments of human capital have become widely used at both the microeconomic and macroeconomic levels to determine the value of national wealth, society's losses from wars, diseases and natural disasters, in the field of life insurance, the profitability of investments in education, health care, migration and for many other purposes.

The current stage of world scientific, technical and socio-economic development is characterized by a radical change in the role and importance of the human factor in the economy and society. Human capital is becoming the most important factor in economic growth. According to some estimates, in developed countries, increasing the duration of education by one year leads to an increase in gross domestic product (GDP) by 5–15%

In today’s Russian situation, against the backdrop of America’s victorious march in the political, economic and military fields, opinions are increasingly being expressed about the ineffectiveness of Russian education, allegedly unable to provide the desired breakthrough, and about the need to reform our education system in the image and likeness of the American one.

Unfortunately, today's Russian science, as well as high-tech business, with rare exceptions, do not demonstrate outstanding results. This is largely due to the fact that over the past 15 years Russia has been going through a painful period of transformation. In addition, the system of applied science that emerged during the Soviet period (at a very high level of development) was initially focused primarily on the needs of the military-industrial complex, which also affected its position in the new conditions.

Therefore, at present, in conditions of relative stabilization of macroeconomic indicators, the problem of reforming the education system, science and stimulating innovation is acute.

To achieve these goals, at the end of 2004 – beginning of 2005, the Ministry of Education and Science developed the Development Strategy of the Russian Federation in the field of development of science and innovation for the period until 2010.

This indicates that policy in the field of science and innovation will be one of the priorities.

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The purpose of this study is to identify the significance of the influence of the qualitative characteristics of the CEO on the sustainability of the company's growth. Analyzing the impact of the CEO's personality traits will help stakeholders make strategic decisions that can impact the company's sustainable growth. Thus, the practical significance of this work lies in helping boards of directors and shareholders make strategic decisions that influence the development of the company. As part of an empirical study based on data from 72 Russian companies, it was revealed that companies characterized by sustainable growth, on average, bring their investors greater total returns. This statement made it possible to analyze the company’s activities based on a proxy indicator, which is the TSR variable. Moreover, this study also uses a modern methodology for assessing the sustainability of a company’s growth - the SGI index (Ivashkovskaya, 2008). Important conclusions were obtained in this work regarding the qualitative characteristics of general directors and their impact on the development of the company. Senior management makes strategically important decisions and influences the company's development trajectory. Empirical research has shown that sustainable companies are run, on average, by more educated and experienced CEOs. Moreover, statistical significance was found for CEO education, work experience, and reputation. The reputation factor was calculated on the theoretical basis of previous scientific works, but using Russian specifics. Based on regression analysis of the determinants, an index of the professionalism of the general director was constructed, the significance of which was also statistically proven.

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ASSESSMENT OF THE INFLUENCE OF HUMAN CAPITAL ON ECONOMIC GROWTH

Izosimova Irina Yurievna 1, Ibragimov Ural Faritovich 2
1 Bashkir State University, student
2 Bashkir State University, Candidate of Sociological Sciences, Associate Professor, Institute of Economics, Finance and Business

annotation
The relevance of the topic under study directly correlates with the economic needs of society and is dictated by the current state of the world and domestic economy, associated with the transformation in development to the post-industrial phase, in which the main reason for the development of the productive forces of society and economic growth is human capital. The modern approach in economics to a person and his behavior, available within the boundaries of the theory of human capital, is used in the practice of developing the economy of post-industrial countries. Modern foreign and domestic researchers study financing in the field of science, education, healthcare, labor mobility as a relevant type of investment and one of the central factors in the growth of national wealth. However, the issue of investment efficiency, its factors and indicators, and the specific impact on human capital have very little reflection in the scientific literature and require additional research.

ASSESSMENT OF THE IMPACT OF HUMAN CAPITAL ON ECONOMIC GROWTH

Izosimova Irina Yurievna 1, Ibragimov Ural Faritovich 2
1 Bashkir State University, Student
2 Bashkir State University, candidate of sociological Sciences, associate Professor, Institute of Economics, business and Finance

Abstract
The Relevance of the directly subjects corallium with the economic needs of society and is dictated by the current state of the global and national economy, the associated transformation in the development to the post-industrial phase in which the main cause of development of the productive forces of society and economic growth is human capital. The modern approach in the economy of man and his behavior, existing within the boundaries of the human capital theory, is used in the practice of economic development of post-industrial countries. Modern foreign and domestic researchers studying Finance in the field of science, education, health, labor mobility as a relevant type of investment and one of the Central factors in the growth of national wealth. However, the question of efficiency of investments, factors and indicators specific impact on human capital have very little reflected in the scientific literature and require additional research.

In the last twenty years, various destructive phenomena have emerged in Russia, including such as a decrease in population, a drop in the volume of monetary income of the population, moral and physical obsolescence of fixed assets and a decline in the quality of education and “brain drain.” Against the backdrop of these events, market self-regulation of these processes seems unlikely. At the beginning of the 21st century, large-scale studies by economists were carried out, which showed that the market mechanism is not able to fully satisfy the long-term demand for professional labor.

The concept and meaning of human capital and its role in the economy have long been of interest to economists. The very first theory for assessing human capital was compiled by one of the founders of Western political economy, W. Petty, in his work “Political Arithmetic” (1676). Also interested in this issue were the German statistician E. Engel and the English economist J. Nicholson, as well as the head of the Cambridge Graduate School of Political Economy A. Marshall.

Analysis of the importance of human capital in the economy in the conditions of the scientific and technological revolution provoked the emergence and spread at the turn of the 60s of the twentieth century. scientific theory of human capital.

The theory of human capital is a scientific theory that includes various views and provisions on the process of formation, application of professional skills and abilities of an employee as the basis for generating income and creating various economic benefits.

This theory was developed by the founders of the theory of free competition and pricing in Western political economy, American economists T.V. Shultz and G.S. Becker. Also, J. Kendrick, Ts. Griliches, E. Denison and others dealt with monetary issues.

One of the most pressing problems of Russian economic theory is the development of new theoretical and methodological approaches and approaches to analyzing the impact of the quality of education on the volume of social production, personal income and consumption of the population, the rate of economic growth and technological progress, allowing the practical application of the results of this type of research.

The Center for Labor Research in Russia conducted a study of the dynamics and structure of human capital in the country at the present stage. The study was carried out according to the following methodology: data from 2002 and 2012 were taken as the basis for the study. The study indicators included indicators such as earnings over the course of a working life. The calculation involved representatives of the population aged 15 to 64 years. Capital discounting amounted to an average of 4%, annual wage growth - 5.2% (according to the forecast until 2030). We can say that human capital will be more often in demand on a temporary rather than permanent basis, both in production and in the service sector. The number of human capital will be reduced, and human capital will consist of engineers, developers, marketers - in a word, people who carry out image creation and create value.

According to the research, over a ten-year period, human capital in Russia has almost doubled. If in 2002 human capital amounted to 120.8 trillion. rubles, in 2012, this figure increased to 262 trillion. rub.

This value of human capital under study in 2012 was 5.5 times higher than the level of physical capital of the state.

The dynamics of indicators is illustrated in Table 1.

Table 1. Indicators of human capital in comparison with some macro characteristics of the Russian economy, 2002 and 2012.

From the results of the analysis we can conclude that the total human capital in Russia is 600 trillion. rubles Its share is growing at a high rate in national wealth, which means that investments in human capital at the present stage should be a priority. This analysis also demonstrated that the dynamics of Russia’s per capita human capital reserves have developed under the influence of two main factors – the growth of the educational level of human resources and the aging of the population. Therefore, in a situation where the second factor outweighs the first, there is a risk of a decrease in the supply of human capital. Human capital at the present stage is important for improving the competitiveness of the Russian national economy. Using a clear example from many regions of Russia, it can be illustrated that human capital is now the driving force of economic growth and labor productivity of society.

The urgent problem of creating an innovation system within the framework of the national economy of Russia places strict demands on the quality and level of training of the human capital potential.

However, among the negative modern trends, it should be noted some artificial reduction in the cost of labor of highly qualified human capital, as a key element of the productive forces of society. A comparative analysis of these processes in Russia in comparison with developed countries has shown that for many employers in the country, human capital is of minimal practical importance. This is a very negative trend within the entire economy of the country, since, as research by scientists shows, an increase in the quality of human capital by one percent leads to an increase in the rate of increase in GDP per capita from 3 to 8%.

Human capital also consists of several components: it is the capital of health, ability to work, professional knowledge and skills, etc.

A decrease in the level of health capital negatively affects the economic and demographic situation, which are very difficult at present. The population of Russia decreased by 4.2 million people from 148.2 million people: on January 1, 1993 to 132 million people on January 1, 2013 and continues to decline.

Projected demographic indicators make it possible to predict possible structural and quantitative shifts in the health potential of the population at the beginning of the 21st century. In general, the forecast of the demographic situation indicates that even if an optimistic scenario develops and investments in the social sphere increase, the population decline will be 7% by 2025. Life expectancy is shortened by many factors, such as illness, injury and disability, and premature mortality. These conclusions were made possible by the following trend: for 1 working person-year in 2012, 62.5 billion rubles were produced. GDP, then Russia's economic losses from the premature death of men this year amounted to about 68.75 billion rubles, which is an average of 62.5 thousand rubles per 1.1 million people. This is the economic price of low health capital of the Russian population and the limit of saving opportunity costs for the formation of health capital.

In past periods, investments in healthcare development in Russia amounted to only 3.1-3.5% of national income, while in most developed countries they were at the level of 8-10%.

The current urgent task for reforming the social sphere in Russia is to ensure a volume of investment that could ensure the sustainability of the socio-demographic situation in Russia.

A high level of public health can be the result of an optimal and comprehensively thought-out government social policy in the field of health. Since the level of health of human capital is the key to its long life expectancy and more efficient rates of labor productivity, we can conclude that financing healthcare is a profitable investment with long-term and growing returns.

As for demographic trends, it can be noted that the situation is quite favorable in terms of labor supply in the market. Over the past 10 years, the working-age population has grown by 4 million people. However, experts predict that by the beginning of the next stage the situation will begin to worsen. In 2016-2025, the working-age population is expected to decline by 14.3-15.5 million people. Experts predict that the dynamics of the demographic burden on the working-age population will be wave-like.

Population aging trends and a declining number of children will lead to additional social problems.

According to the Ministry of Labor of the Russian Federation, the current level of employment of the working-age population in Russia is excessive compared to transition countries and has rather low labor productivity. Only 5% of the workforce are highly qualified specialists, for comparison, this figure in Germany is 56%, in the USA 43%. At the same time, in some industries there are a huge number of jobs, while in others there is an excess of employment. The main reason for this uneven distribution of human resources is that the system of professional training of specialists does not meet the requirements of the market. There is also a reason for the differentiation of wages, which is the reason for the outflow of personnel from low-paid industries.

When analyzing the current quality of human capital in Russia, one should take into account such a factor as intellectual capital. Unfortunately, creative activity in Russia does not yet receive proper encouragement from the state. The legislation on intellectual products and copyright has not yet been fully formed; there are still many controversial issues in it.

Cultural and moral capital is also an important indicator of the quality of human capital. High production culture of human resources is also necessary in the development of a modern economy, as are qualifications and intelligence. Business ethics and a professional code of honor create an optimal moral and psychological climate in the team, increasing the level of labor productivity and income of enterprises. The reputation of the company and employees, image is also important for investors and clients, as are the business performance of the business. These business values ​​are highly valued in civilized business relations, therefore cultural and moral capital should be taken into account as a full component of the country’s human capital.

From all of the above, we can draw general conclusions that in order to increase the growth rate of employment and real cash income of the population of Russia, special attention should be paid to the sphere of education and training of qualified labor force, when at the present stage this sphere is in a state of crisis. Resolving these problems, as well as increasing the availability of education for capable youth from low-income families, increasing the level of education of the population as a whole, is impossible without the following fundamental measures:

Increasing wages for employees of educational institutions, which will increase the prestige of the teaching profession and the level of teaching disciplines in educational institutions;

Availability of education for all social strata of the population, benefits for the most capable youth, on whom the future of Russian science depends;

It is necessary to provide conditions for young people to receive an education, without being distracted by earnings during the learning process, which significantly reduces the quality of the material they learn; it is necessary to introduce benefits for students who have shown success in learning at least up to the subsistence level.

Orekhovsky P. A. General economic theory. Part 1. – Obninsk: MASZ, 2010. – 181 p.

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