The income of Moscow families, where everyone has a university degree, is 20% higher than the average, HSE experts found out. If there are no adults with higher education in the family at all, its well-being, on the contrary, is a quarter below the average.
Higher education increases family income. Alina Pishnyak and Daria Popova, leading researchers at the HSE Center for Income and Living Standards Analysis, came to these conclusions. The results of the study “The Level and Quality of Life of Moscow Households” published on July 29 showed that in families where all adults have a higher education, incomes are 20% higher than the average level in Moscow. If there are no adults with higher education in the family at all, its well-being, on the contrary, is a quarter below the average.
In Russia, this trend - the dependence of well-being on the level of education - began to manifest itself recently, from the mid-2000s. This is due to the fact that in the 1990s, university graduates often worked in the “depressed” budgetary sectors that experienced the greatest difficulties, explains Associate Professor of the Department of State and municipal government HSE Pavel Kudyukin.
IN Soviet time the salary formation mechanism was non-market, and the relationship between income and education was implicit: a novice engineer with a university degree in the 1970s could receive 120 rubles. per month, and a worker - 200 rubles. At the same time, the salaries of the head of the same plant, who most likely also had a diploma, and the university professor were comparable, says Kudyukin.
The results of the HSE study are quite in line with global trends: higher education gives an increase in income, he says.
According to the New Zealand Department of Education's 2011 study The Impact of Education on Income, people with a college degree earn $7 more per hour than high school graduates. In the United States, compared with school graduates, university graduates earn 1.7 times more, holders of a master's degree - 2.1 times, doctoral degrees - 3.1 times. This is confirmed by a survey conducted by the US Office of Economics and Statistics in 2002.
“The average income of workers with higher education in Moscow is actually 30% higher than that of workers with secondary specialized education,” says Pavel Lebedev, head of research at the recruiting portal Superjob. His company evaluates not the family income and the number of diplomas in the family, as the HSE, but the dependence of the individual level of people's salaries on their education.
Outside the capital, the situation may differ, suggests Irina Lobanova, head of the banking sector research department at NAFI. In Moscow, many companies provide services that are not in demand in other regions: paid medicine, additional education, business training, she says. This activity brings a high income, and people with higher education are employed in it. At the same time, in resource-producing regions (for example, in the Khanty-Mansiysk Autonomous Okrug or the Republic of Tatarstan), the dependence may be different: there the emphasis is on workers in production, for which higher education is not required. Such specialists are more likely to find work and receive decent pay for it, says Lobanova.
Comparable to Moscow, the difference in income depending on education is in some regions, such as St. Petersburg and Nizhny Novgorod, says Lebedev from Superjob. In Yekaterinburg and Novosibirsk, the gap is even greater: here, university graduates on average earn 35-38% more than specialists with secondary specialized education.
One of the reasons why education does not always determine the level of income is the difference in the level of budget salaries. State employees of federal subordination lag behind employees of Moscow organizations in terms of income, says Kudyukin from the Higher School of Economics. For example, a teacher at a regional state university may receive less than a school teacher in Moscow.
However, higher education does not guarantee protection from poverty, even in Moscow. According to the MIM (project "Moscow and Muscovites" of the Institute for the Humanitarian Development of the Metropolis), 8% of "educated" households still fall below the poverty line. According to a May 2015 NAFI survey, 1.4% of Russians with higher education do not always have enough money even for food.
According to the authors of the HSE study, the reason is that people with higher education are often employed in the public sector. This assumption is confirmed by Rosstat data: the average salary of a Russian state employee in April 2015 was 26,930 rubles, which is 21% lower than in the economy as a whole - 34,377 rubles.
The important role of education in economic development has been recognized for a long time. This role manifests itself at different levels. On the one hand, education affects a person's future income. There are many studies showing the positive impact of education on a person's salary. On the other hand, at the societal level, a more educated workforce increases the productivity of human capital. In addition, there are clear enormous benefits to society in improving general level education, not only because of the improvement in the quality of the labor force, but also because there are other positive effects in the field of health, nutrition and ecology. In addition, educated citizens are more effective participants in a democratic civil society.
One of the key scientific problems is the study of the influence of the level of education on the rate of economic growth. The modern economy offers many theories and models that link education to economic growth. The direct impact of education on the economic growth expressed in the improvement of human capital. However, an indirect impact can be expressed in the improvement of other indicators. For example, the impact of education on the micro and macro levels can be described by the following diagram (Figure 1).
The main state economic instrument for regulating processes in the field of education is budget expenditures. There has long been controversy over the effectiveness of spending on education. Some studies classify spending on education as unproductive, meaning that it does not affect productivity and therefore economic growth. Many studies, in turn, have shown that the relationship between public spending on education and educational outcomes is weak. At the same time, the quality of education is strongly related to such indicators as per capita income, age distribution of the population, etc. Finally, some scholars classify education spending as productive. Subsequently, this point of view was confirmed in many works, and was also adopted by the World Bank in the definition of outcome indicators. community development and is now largely unchallenged.
Figure 1 - Micro- and macro-level of the impact of education on economic growth
In the neoclassical economic theory education is seen as an investment capable of generating a stream of future income. Thus, the evaluation of the effectiveness of investments in education is based on a comparison of the cost of education with the income that they will subsequently bring. It is important to understand that when evaluating the costs of education, it is necessary to take into account not only direct costs, but also "lost profits", which are expressed in the possible earnings of an individual, which he could receive if he went to work instead of studying. In relation to education, the cost of lost opportunities will be the income that is lost as a result of the decision to continue studies.
Thus, an appropriate measure of evaluation economic effect from education is the net present value (net present value, NPV). However, when trying to calculate this indicator in practice, difficulties arise, for example, with the determination of the discount rate.
An alternative tool for assessing investment in education is the rate of return on investment in education (Rate of Return to Education (RORE)). By analogy, it can be considered as internal norm return, that is, such a rate at which the present value of future income is equal to the present value of its costs. However, for education, this approach is difficult to apply, since the cost of education is not always amenable to direct calculation. Therefore, RORE can be estimated through regression equations. For example, J. Mintser proposed the following model of the dependence of the level of wages on the level of education:
where lnW i is the natural logarithm of the salary of the i-th person;
S i - number of years of study;
X i – years practical activities;
ε i – random deviation.
Since the proportional increase in income caused by additional years learning is constant throughout life, then the coefficient β 1 can be interpreted as the rate of return on investment in education. The model also includes a square term (work experience) to account for on-the-job learning.
The presented model has been extensively studied in various works. As a result, the rates of return on education for most countries of the world were calculated. The data confirm lower rates of return in more developed countries and higher ones in developing ones. The average rate of return is 7 with a standard deviation of 2.2. For example, the rate of return for the United States was estimated at 12.
In the above model, the number of years of education is used as a factor. Thus, it is assumed that the year of study provides the same amount of knowledge and skills, regardless of the education system. Of course it is not. Neglect of the qualitative characteristics of education is a shortcoming of the above model.
However, the main drawback of the model is that it fails to take into account the social return on investment in education. Social or societal returns may be higher if higher educational attainment results in technological advances or positive social effects such as reduced crime, unemployment, and so on. On the other hand, the social return on investment in education may be lower if education is only a status attribute or when the rate of return on physical capital is higher than the rate of return on human capital. In this case, increasing education can lead to misallocation of resources and lower social effects. To prove this, consider the following example.
Suppose a person who has a certain level of education decides to get additional education in order to qualify for a higher income. In this case, the rest of the labor market participants will be forced to do the same in order to remain in a relatively good position. As a result, we have a zero-sum game, that is, in the long run, other things being equal, the incomes of these market participants will not change, and the demands on the labor force from employers will increase. Since all workers enter into a kind of race for education, this phenomenon has been called the “educational spiral”. However, society benefits from such a “race”, as human capital becomes better, and labor productivity grows. In the considered example, we can talk about the lack of return on investment in education for individuals and the presence of social payback.
In addition, a situation is possible when the demand for education is created not by economic needs, but by the desire of individuals to improve their social status. In this case, the results of education, as a rule, are not involved in the economy (and are indifferent in relation to labor productivity). This situation leads to an unjustified expenditure of resources. At the same time, as a result, there is no individual and social return on investment in education.
It is significant that the last example, despite the fact that it was described in foreign literature, is very similar to what is happening today in Russia. The wholesale "graduation" to obtain a certain status leads to the depreciation of education up to high school. At the same time, it is obvious that in the long term, “pseudo-candidates” and “pseudo-doctors” will not receive significant advantages in society compared to other citizens, since, in addition to status, there is another important factor that cannot yet be taken into account in such models - the personal abilities of the individual. And therefore, as long as the desire for status prevails over the desire to realize one's abilities, the situation is unlikely to change.
Literature:
1. Barro, R.J., 1991, Economic growth in a cross section of countries, Quarterly Journal of Economics 106, 407-444.
2. Chu, Ke-young, and others. (1995). Unproductive Public Expenditures: A Pragmatic Approach to Policy Analysis, IMF Pamphlet Series, no. 48 (Washington: International Monetary Fund).
3. Flug, Karnit, Antonio Spilimbergo, and Erik Wachtenheim (1998). Investment in Education: Do Economic Volatility and Credit Constraints Matter? Journal of Development Economics, Vol. 55 (April), pp. 465-481.
4. Grier, K. and Tullock G., 1989, An empirical analysis of cross-national economic growth, 1951-1980, Journal of Monetary Economics 24, 259-276.
5. Kormendi, R.C. and P.G. Meguire, 1985, Macroeconomic determinants of growth: Cross-country evidence, Journal of Monetary Economics 16, 141-164.
6. Krueger, A. and M. Lindahl, 2001. Education for Growth: Why and For Whom? Journal of Economic Literature, 39: 1101-1136.
7. Landau, Daniel (1986). Government and Economic Growth in the Less Developed Countries: An Empirical Study for 1960-80. Economic Development and Cultural Change, Vol. 35, no. 1 (October), pp. 35-75.
8. Mincer, J. (1974): Schooling, Experience, and Earnings, New York: NBER Press.
9. Mingat, Alain, and Jee-Peng Tan (1992). Education in Asia: A Comparative Study of Cost and Financing (Washington: World Bank).
10. Mingat, Alain, and Jee-Peng Tan (1998). The Mechanics of Progress in Education: Evidence from Cross-Country Data. Policy Research Working Paper No. 2015 (Washington: World Bank).
11. Noss, Andrew (1991). Education and Adjustment: A Review of the Literature. PRE Working Paper WPS 701 (Washington: World Bank).
12. Psacharapoulos G. 1985. Returns to Education: A Further International Update and Implications. Journal of Human Resources, 20(4).
13. Psacharapoulos G., and H.A. Patrinos, 2002. Returns to Investment in Education: A Further Update. World Bank Policy Research Working Paper, no. 2881.
14. Psacharapoulos, G. 1994. Returns to Investment in Education: A Global Update. World Development, 22(9):1325-1343.
15. Summers, R. and A. Heston, 1988, A new set of international comparisons of real product and price levels: Estimates for 130 countries, Review of Income and Wealth 34, 1-25.
16. Tanzi, Vito, and Ke-young Chu, eds. (1998). Income Distribution and High-Quality Growth (Cambridge: MIT Press).
In conditions market economy the level of wages, its functions and principles of organization are influenced by the following groups of factors: production, social, market, institutional (Fig. 1.3). All these factors are interconnected and together determine the amount of wages, production costs and the well-being of the whole society and representatives of various social groups.
Production factors
Main factor of production, which determines the amount of wages, is the level of development of production and technical progress. Thus, in economically developed countries, a high level of wages is due to high labor productivity and the use of modern technologies production. Technical progress leads to the use of labor-replacing and labor-saving technologies, an increase in labor productivity, an increase in output and, accordingly, an increase in wages.
Technical progress, by necessity improving product quality and expanding the functions of the performer lead to greater complexity of labor and higher qualification requirements for workers. Exploitation modern technology involves a high degree of labor intensity and presents increased requirements to the cognitive and emotional-volitional processes of the employee - the distribution, switching, concentration and stability of attention, the speed and accuracy of work, the speed of decision-making, which leads to fatigue, a temporary decrease in efficiency and requires significant funds to restore the cost of nervous energy.
Rice. 1.3.
Changes in the complexity of work involve the use of more skilled workers with a corresponding increase in the level of their pay. The essence of the organization of remuneration in these conditions is to adequately assess the complexity of work and the qualifications of employees and, depending on this, choose the form and system of remuneration that take into account the specifics of the work to the maximum extent possible. technological process and the individual contribution of the performer.
Working conditions are a combination of factors production environment and the labor process, which affect the health and performance of a person in the labor process, costs and results of labor. According to the content, they distinguish production and environmental (temperature, humidity, noise, illumination, etc.), organizational and technical (tempo, content technological operations, ergonomic and aesthetic conditions) and socio-economic (relationships in the team, the presence of industrial and interpersonal conflicts) working conditions. According to the degree of impact on the body of an employee - comfortable, permissible, harmful (unfavorable) and extreme (traumatic) working conditions.
Working conditions and production environment depend on the applied equipment and technologies, organization of labor processes, psychophysiological and socio-psychological compatibility of workers. Improvement of working conditions contributes to high efficiency, reduction of loss of working time due to illness and injury, reduction of surcharges for harmful conditions labor and production risk.
The salary change is related to results (manufacturer n awn) labor. It is necessary to analyze the factors due to which there is an increase in labor productivity, its relationship with the intensity of labor, the amount of time worked, the complexity of labor and the qualifications of workers.
Quality labor activity - this is the quality of products and the implementation of the labor process.
Social factors also affect the level of wages, so it is necessary to take into account the mentality of the population, ideas about social justice when introducing social guarantees And social protection population.
Living wage- this is the cost of the minimum necessary set of means of life for a person, goods that allow him to maintain life.
Consumer basket represents the minimum set of products, goods and services that is required for human life. The consumer basket is established for Russia as a whole and for the constituent entities of the Russian Federation, and is used to calculate the subsistence minimum.
Structure consumer basket consists of three parts: food, non-food products and services. The volume of consumption is calculated on average per person for each of the main socio-demographic groups of the population, such as the working-age population, children and pensioners.
In the conditions of market relations, an increase in the subsistence minimum and an expansion of the structure of the consumer basket lead to an increase in the purchasing power of the population and the wage rate.
Minimum wage speaks state guarantee in the area of wages.
Increasing the share of "social wages" (regular payments per child, guarantees provided by the state, region, employer) in the total income of the employee acts as a factor restraining the amount of wages.
Conditions labor mobility provide an opportunity for individuals and social groups move, move to other regions, which increases their competitiveness in the labor market and wages. At the state level, labor movements are due to a mismatch between the distribution labor resources according to the areas of application of labor and the requirements of production or the employee. At the level of an enterprise or organization, the cause of labor movements is the discrepancy between the needs, motives, interests of the employee and the requirements placed on him.
Market factors affect the size and regulation of wages and depend on the level of development of the labor market.
Reaching high employment rate is one of the main goals of the macroeconomic policy of the state. An economic system that creates an additional number of jobs aims to increase the amount of the social product and thereby satisfy material needs population. With incomplete use of available labor resources economic system operating below its production possibilities frontier.
The labor market is one of the most important conditions of the market mechanism. It allows you to effectively use the labor potential of employees, creates competition behind workplace, contributes to the growth of staff qualifications and reduce their turnover. Also, the labor market increases the mobility of personnel and promotes the spread of various forms of employment.
In Art. 1 of the Law of the Russian Federation of April 19, 1991 No. 1032-1 "On employment in Russian Federation"employment is defined as "the activity of citizens related to the satisfaction of personal and social needs, which does not contradict the legislation of the Russian Federation and, as a rule, brings them earnings, labor income." The main features of employment are:
availability of labor and socially useful activities;
- - legality of this activity;
- - the presence, as a rule, of income (although there may not be income, for example, for students of a full-time university).
Employment management implies a targeted impact on the labor market, expanding demand for labor force, ensuring a balance between the demand and supply of labor in various fields and sectors of the economy, which involves the allocation of the main types of employment.
Employment rate and fluctuations in labor supply and demand, i.e. market conditions are closely interrelated due to the inflexibility of wages due to the influence of institutional factors (for example, contractual regulation of wage conditions, trade union activities, etc.). The demand for labor in the labor market is derived from the demand for goods and services. Thus, a decrease in demand for certain professions and types of work lead to lower non-guaranteed flexible wages for affected workers and have a downward effect on job security.
Longevity established in employment contract working conditions and a firm's focus on wages offered by competitors help to limit the impact of lower labor demand on wages. Excess demand in the labor market for certain categories of workers, respectively, leads to an increase in the wage rate.
Cost of production for labor also act as one of the market factors that determine the amount of wages. On the one hand, the employer is interested in cheap labor, and on the other hand, the level of development of technology, modern equipment, the complexity of labor place high demands on the performer, his qualifications, labor skills, which increases production costs
for the labor force. In addition, the influence of social and institutional factors also hinders the reduction of these costs. But at the same time high share costs on wages)" of labor in total production costs restrains the growth of real wages, if it is not accompanied by a decrease in its unit costs per unit (ruble) of output.
Dynamics of prices for consumer goods and services, as well as inflation expectations of workers(expectations of the expected level of inflation in the future period due to the factors of the current period) is also a market factor affecting the level of nominal and real wages, since the real and expected increase in the cost of living increases the "price" of the reproduction minimum in the wage rate, which is reflected in ce level, purchasing power, on its mass and share in costs, on its unit costs per ruble of production.
Institutional factors(from lat. institutio - directions, instructions) are associated with the management and regulation of various spheres of economic and social relations. They determine the volume, directions and methods of state and regional economic regulation in the organization of wages. These include: the activities of trade unions, associations of employers on contractual regulation of wage conditions, the development and formalization of the system of social partnership.
The considered groups of factors have an impact on the level of commemorative and real wages, the ratio of growth rates of labor productivity and production costs, the validity of wage differentiation in various fields and industries.
- Life safety / ed. V. M. Maslova. M., 2014. S. 77.
- URL: center-yf.ru/data/economy/Potrebitelskaya-kor2ina.php.
The presence or absence of managerial status largely determines the level of salaries in Russian market labor. This was confirmed in the course of a study of the relationship between power status, qualifications, education and income, conducted by a graduate student of the faculty social sciences NRU HSE Nina Kolennikova.
How many bosses are there in the country
Most of the population of Russia - 80% - has a zero power status, which means the absence of subordinates and the ability to influence decision-making on various work processes. This follows from the results of the analysis carried out on the data of the 24th wave of the Russian monitoring economic situation and Public Health (RLMS) NRU HSE. The number of working Russians included in the sample amounted to 5,230 people.
Power status has two incarnations - objective and subjective. The subjective is actively studied in psychology, where the focus is on the special qualities and psychological nature of the bearer of power (leader, leader, manager).
Sociology is primarily focused on the study of objective power status. It's about O specific characteristics that determine a person's place in the community and allow him to have a certain power resource.
As part of the study, the analysis of power status was based on the indicator of administrative power, which includes indicators such as the presence of subordinates, their number, and belonging to the business environment. One point was assigned for the presence of subordinates, for the number of subordinates up to five - zero points, from 6 to 11 - one point, from 11 to 20 - two points, from 21 or more subordinates - 3 points and one additional point for the fact that the respondent was owner or co-owner of the enterprise where he worked.
According to the International Standard Classification of Occupations (ISCO-08), the presence of up to five subordinates means that managerial activity is not the main one, and, therefore, does not indicate authority.
The analysis showed that non-zero characteristics of power status are present in a significant amount in all professional groups except for unskilled workers. At the same time, among the leaders there is a zero power status (5.3%). And for a fifth of the bosses, it does not exceed one point - less than five subordinates. Conversely, some workers, for example, lead teams of more than 5 people.
Relationship between education, position and income
In developed countries, the level of qualification of specialists, economic situation and career achievements correspond to each other. This is also typical for Russia, but there are some peculiarities.
The study confirmed that with a decrease in the level of qualification, the likelihood of leadership authority also decreases. Education also matters, but the link, as it turned out, is rather weak. That is, a good education in Russia does not always guarantee a high position in the professional structure and the possession of a power status, the author of the study notes.
Representatives of the non-state sector have slightly higher power status indicators compared to those who work for state enterprise. Employees with the same skill level were compared.
But as for the economic situation and indicators of power status, a clear connection was found here. It was confirmed that, in fact, only the presence of a non-zero power status allows you to have a salary above the average in your region. The analysis took into account the regional median for the working population. A significant level of income is due to the maximum power resource - 4-5 points (from 11 subordinates plus an enterprise owned or more than 20 subordinates). This criterion, according to the results of the study, correspond to 2.9% of Russians.
However, as this and other studies show, qualifying status in Russian society also able to bring material returns. The probability of getting into groups with more high income higher in those who, in addition to higher education has something else (courses, postgraduate studies, second and subsequent higher education) and constantly improves his qualifications.
In general, it turns out that education, qualifications, and power resources can bring economic returns if they are present at the same time. But the presence of leadership status plays a priority role in this.
Why a career is not respected
The results of the study raise the question of the motivation of specialists. Namely, in Russia, according to the author, among professionals there is not enough desire to be leaders. “The majority of Russians, especially those with a developed human capital that allows them to successfully work in professional positions, are not very eager to career growth", - the author of the study notes. Perhaps the reason is overload or unwillingness to occupy the position "between the rock and the hard place", which is typical for middle managers. “As a result, even with higher salaries than professionals, people with not the highest level of education can often be taken to leadership positions,” the researcher believes.
IQ1
The remuneration of education workers in Russia has been a serious problem for many years. Carrying out reforms and changing the wage system does not lead to an increase in its average level, and Russian teachers remain a socially unprotected layer of society, while in the leading European countries the teaching profession is considered one of the most prestigious and profitable. Due to low wages, teachers are forced to seek additional source income "on the side", which often leads to a decrease in the treasure in the main job. An analysis of salaries in recent years provides a rough estimate of the state of the educational sector in Russia, in the regions and at the local level. The identified reasons for the discrepancy between the salaries of teachers and their real contribution to the work will make it possible to propose measures to improve the system of remuneration of workers in the field of education.
salary
educational institutions
teachers
1. Official website of the Ministry of Education and Science of the Russian Federation [ Electronic resource] – Access mode: http://minobrnauki.rf (date of access: 05/01/2017).
2. EUROMAG. Everything about Europe [Electronic resource] - Access mode: http://www.euromag.ru/ (date of access: 05/01/2017).
3. Official site Federal Service state statistics [Electronic resource] - Access mode: http://www.gks.ru/ (date of access: 01.05.2017).
4. Inflation rate in the Russian Federation [Electronic resource] - Access mode: http://inflation-level.rf (date of access: 05/01/2017).
5. Krasova E.V. The labor potential of the Far East in the system of economic development and strengthening the national security of Russia // National Security / Nota Bene. - 2016. - No. 6. - S. 720-729.
6. Gusyatnikova A.G., Medushovskaya I.E. Analysis modern system wages in a municipal educational institution // Scientific and methodological electronic journal"Concept". - 2015. - No. 13. - P. 946–950.
7. Pengfei L., Krasova E.V. Modern trends in the development of the Chinese education system // Territory of new opportunities. Bulletin of the Vladivostok State University of Economics and Service. - 2012. - No. 1. - P. 22–33.
At present, the salary of employees of educational institutions and the public sector as a whole plays an important role in the formation and development of the state economy, and also sets the level of well-being of the population. Remuneration has a greater impact on labor productivity in general, which, in turn, has an impact on the final result. economic activity institutions.
The chosen topic is relevant now, as it reflects the financial situation of employees of educational institutions after a series of reforms to increase wages.
The object and base of the study is the system of remuneration of educational institutions of the Russian Federation.
The purpose of the study is to analyze the wage fund of educational institutions and identify the causes of deviations in the wages of educators at the international, federal, regional and local levels, as well as to propose measures to improve the wage system for teachers.
The study used statistical data on the wage fund in the subjects of the Russian Federation, European countries. The analysis makes it possible to objectively assess the current situation in the field of education and propose measures to improve the system of remuneration of employees of educational institutions.
During the study, measures will be proposed to improve the system of remuneration of workers in the field of education, who can find practical use both in a particular educational institution and be used at different levels of management.
In the socio-economic life of society, wages play a role important role, since it serves as a personal income as the main material source of livelihood for workers and their families, and also as an aggregate payment demand - one of the factors in maintaining and developing production.
The amount of wages is influenced by numerous factors that can be divided into external and internal.
External factors include:
labor law;
State regulation of the labor market;
The minimum wage;
Tax system of regulation of wages;
Economic and political situation in the country;
Labor mobility.
Internal factors include the following positions:
The employee's education, qualifications, experience, availability of a category;
Financial position of the organization (institution);
Discrimination;
Differentiation;
Additional paid services institutions, the income from which may be included in the wage fund.
According to the method of formation, the wage fund system consists of the following parts:
The main wage fund of employees;
Compensation Fund;
Incentive Fund.
At present, the question of the level of wages of employees of educational institutions is in the center of attention not only in Russia, but also in many European countries. The Organization for Economic Co-operation and Development annually provides data on the annual salaries of teachers with at least 15 years of work experience. Data on the level of wages in European countries, including Russia, for 2016 are presented in Table. 1.
Based on the data in Table. 1, we can conclude that the level of wages of an educator is significantly lower than in the leading European countries.
The table shows that Luxembourg and Germany are the leaders in terms of teacher salaries. True, it is important to take into account not only the size of the salary, but also the number of working hours. For example, in the UK, teachers spend an average of 684 hours per year in the classroom, while in France they spend 936 hours per year.
In most European countries, the minimum wage for teachers in public schools stipulated by the authorities. For example, in Germany the salaries of teachers are set by regional authorities, and in Spain - partly by the state and municipalities. Sweden and Finland size minimum wage teachers is negotiated between representatives of the education system and trade unions.
Table 1
The level of wages in European countries as of 01.01.2017
The salary of a teacher abroad usually also depends on the length of service. So, in Ireland, Cyprus, Hungary and Austria, the salary of a teacher with a long work experience (from 15 to 35 years) can be twice as high as the initial salary. In turn, the lowest difference in the salary of experienced teachers and beginners - only 4% - is noted in Latvia.
Teachers can receive individual salary bonuses for good performance, for promotion professional qualifications, participating in extracurricular activities, or for educating children with special needs in a standard classroom setting.
As for non-European countries, such as China, which is building an education system of international level, the main reason for the rapid development of education is a significant increase in investment. Since 2010, about half a trillion yuan has been allocated for education, and the salaries of teachers at leading Chinese universities are quite competitive with universities in the United States and European countries.
In Russia, as of September 1 of each year, an educational institution draws up a tariff list in which the monthly salary of each student is calculated. teacher. Any changes related to wages (changes in workload, incentive payments, increase in base salary, etc.) are formalized by order for the school and are indicated in additional agreements that are made for each employee.
Wage teacher is formed from several components. The official salary of teachers is calculated on the basis of the base salary (depending on the position), to which multiplying factors are applied (for qualification category, for the specifics of work in institutions, for length of service). The amount of compensation payments and additional payments is added to the official salary, which are established for: combining professions, harmful working conditions, checking notebooks, class management, etc., as well as the amount of incentive payments (educational achievements of students, prizes in olympiads, USE results and OGE, participation in extracurricular activities etc.). These payments are established by the institution independently on the basis of the developed provisions of this institution.
Thus, the system of remuneration of workers in the educational sector in Russia largely converges with European standards aimed at raising the level of wages as the length of service increases. However, the initial salary set in the institution most often does not exceed the minimum wage, which in turn in the developed countries of Europe largely exceeds the Russian minimum. All this leads to a significant difference in the levels of remuneration of teachers.
For comparative analysis salaries of workers in the field of education in the Russian Federation, it is necessary to use the open statistical data presented in Table. 2. For comparison with the all-Russian level, the indicators of Primorsky Krai were taken as an example.
table 2
Comparative analysis of the average wages of workers in the sphere general education for 2014-2016, rub.
As can be seen from Table. 2, the average salary of teaching staff in the Russian Federation has not changed much over the past three years. For three years, the upward change amounted to 1,066 rubles, or 3.77% with inflation of 29.65%. In the Far Eastern Federal District, wages increased by 1,866 rubles, or 4.26%. In Primorsky Krai, wage growth did not even amount to 1,000 rubles.
In the Far Eastern Federal District, the salary level of teachers is much higher than the federal level. This excess can be associated with the terrain and compensation payments employees. A similar situation is developing in Primorsky Krai.
The low level of remuneration entails consequences such as the reluctance of teachers to provide students with decent knowledge, preferring to earn money "on the side".
The main problems with the implementation of the remuneration system today are the lack of a clear understanding of the educational workers of the performance criteria. It is necessary to comply with the principles set forth in the Uniform Recommendations for the Establishment at the Federal, Regional and Local Levels of Remuneration Systems for Workers of State and municipal institutions Key words: objectivity, predictability, adequacy, timeliness, transparency.
Incentive system reflected in local regulations, should reflect criteria that are not included in the main responsibilities of educators. First of all, teachers should focus on the quality of the services provided, and only then on the quantity.
Currently, teachers are not interested in the result of their main activity aimed at providing high level knowledge to students, as they prefer Additional income, where there is often less workload and more attractive rewards. Therefore, it is worth paying attention to increasing the level of the initial salary, then to the size of the increasing coefficients, which will allow teachers to provide decent knowledge to students, receiving decent pay. The certification of the teaching staff should be carried out in accordance with the regulations, since today it is rather formal in nature, leading mainly to corruption.
But do not forget that the leading role in raising the wages of educators is given to the Government of the Russian Federation. It is the Government that should eliminate the disproportion in the wages of teachers in the country as a whole. It is necessary to establish the maximum level of wages at the federal, regional and local levels.
It should not be forgotten that Russia in many respects lags behind the leading European countries in terms of wages of educators, which makes Russian teachers a socially unprotected layer of society, and the wages of educators are lower than the average wage in the country. The most effective approach to the formation of the labor potential of the future is the optimal combination of the indicated options to the extent that it is dictated by the peculiarities of the development of the situation and the effectiveness public policy.
In order for the level of wages of educators in Russia to approach the level of leading European countries, it is necessary to take the following measures:
Raise the salaries of teachers to the level of the average salary in the country;
Enter the minimum hourly pay labor of teachers;
Make incentive payments based on the results of certification;
Develop systems of incentive payments that are fair for all employees, which will be focused on improving performance, and will also be developed collegially, taking into account the specifics of each teacher's activity.
And the educational institution itself should take care of worthy incentives for the remuneration of its employees. For these purposes, it is necessary to introduce additional paid services, through which incentive and incentive payments will be made for employees who were directly involved in the provision of various kinds of paid services. Opportunity to explore additional funds you can use the search for sponsors and patrons, due to which it will be possible to increase wages.
The proposed measures should improve the efficiency of the wage system in educational institutions.
Bibliographic link
Bezzhovcheva D.O. COMPARATIVE ANALYSIS OF THE WAGES OF EMPLOYEES OF EDUCATIONAL INSTITUTIONS IN RUSSIA AND OTHER COUNTRIES // International magazine applied and fundamental research. - 2017. - No. 6-2. – S. 297-300;URL: https://applied-research.ru/ru/article/view?id=11673 (accessed 30.10.2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
