The formation of educational clusters – is a basis of intellectual potential and economic development of the region

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Zhangir Khan West Kazakhstan Agrarian-Technical University

The formation of educational clusters - is a basis of intellectual potential and economic development of the region

Gubashev Nurken Maratovich, Vice Rector for Educational and Educational-Methodical Work, Doctor of Agricultural Sciences, Associate Professor

Ibyzhanova Aizhan Jecksembaevna Candidate of Economic Sciences, Docent of «Accounting and finance» Department

Tarshilova Lyudmila Sergeevna, Head of Management Quality System and Innovations Department, Candidate of Economic Sciences, Professor of Russian Academy of Natural Sciences

Summary

educational cluster economic

Educational clusters have huge value for the economic development of the regions and country. The carried-out calculations of IIPD for the regions of Kazakhstan showed that the leading positions on this index belong to the regions having high quality of higher educational institutions and research institutes. At the increase of the region's intellectual potential by 1 point, gross regional product increases on the average by 427063,37 KZT. Considering the tendencies of the society development, it becomes necessary to consider cluster approach as a basis of educational projects formation for the universities as educational institutions of higher education.

Key words: educational clusters, the index of intellectual potential development, assessment technique of educational potential.

The civilized world has understood the fundamental truth for a long time: welfare of modern society, first of all, depends on the difficult factors of its development which formation is closely connected with this society. It is about such factors as science, education, culture and technology. M. Porter in his basic research of the nations' competitive advantages concludes: "Our research does not leave doubts that education and training play the crucial role in the national competitive advantage. The quality of human resources has to increase constantly if to seek for the increase of the national economy development level" [5].

Educational clusters have huge value for the economic development of the regions and country. The influence of separate clusters is conditioned, depending on their size and development stage, all this assumes the need of its research, assessment and analysis [6,7].

It is quite logical that competitiveness increase of universities, enterprises and branches as a part of clusters, therefore, and clusters, leads to the competitiveness increase of the regions and country. Labor productivity increase in clusters on the one hand and synergy effect which they reached on the other causes the need of more effective use of the resources existing in the region (country). There is an increase of education level, innovations, activity scales; demand for production factors, including labor; cost of products and services; export volume out of the region and country's limits, and together with it - the receipt of financial resources; exchange of knowledge and innovations leads to the accelerated development of educational and scientific institutions and formation of necessary social and cultural capital. All this accelerates economic development of the region and country.

Various models with calculations of educational factor influence on economic growth mainly based on the theory of human capital are being built in western economic science. It demands the creation and continuous development of science material resources and its staffing which can use and improve this base with a due efficiency. In turn, education level as one of the main components of intellectual potential depends on:

- system and tendencies of education development in the country as a whole;

- qualities of general and professional education;

- retraining and professional development systems;

- motivations in self-development.

All this demands close attention to the assessment of educational potential development level, and also possibility of its dynamics assessment, comparison with other countries, development forecasting.

It is possible to allocate two assessment techniques of educational potential [3].

1. According to the first approach, the measurement of educational potential volume (ER index) can be carried out on the basis of three indexes.

The first index (е₁) reflects the level of general education of "adult" population, i.e. mainly finished the training in educational institutions and employed population making the frame. At its calculation it is possible to proceed from two opportunities:

- to measure the average education level of all employed, i.e. economically active population

- or to measure the average education level of population over 20 years old.

The second index (e₂) - is the population specific weight of students, i.e. that part of youth which is a reserve of brainwork experts' replenishment in all spheres of the society life. This index is important so far as it reflects the measurement of education role in the creation of intellectual potential.

It is possible to use the data of students' number (in terms of 10000 people of the population) of higher educational institutions as the basis for its calculation. This index characterizes the level of future vocational training received by young generation after the completion of full general secondary education.

At last, the third index (е₃) - a share of expenses for education in gross domestic product is calculated for the measurement of educational potential. This index gives an idea of average costs for one pupil, educational audiences equipment with PC and other modern equipment, textbooks and manuals edition, condition and updating of material resources of educational institutions of all types, at last, the degree of material security, social status and quality of pedagogical personnel.

For the calculation of indexes е₁, е₂, е₃, the following formula is applied (1):

в_i (е_1, е₂, е₃) = ; (1)

Then, ER index reflecting the general potential of education is calculated. Thus it is conditionally accepted that indexes е₁, е₂ and е₃ are equivalent. Then, educational potential ER can be estimated as an arithmetic average (2):

ЕР =; (2)

After that, ER index can be used for the assessment of educational potential contribution to the general index of intellectual potential.

2. According to the second approach, it is offered to calculate the following two indicators of educational potential:

-- indicator of the reached education;

-- current indicator of accomplishment;

We will give their short description.

1. The indicator of the reached education - is an index of average training duration.

The indicator characterizes the employed training duration and allows analyzing the tendencies in the change of population's educational structure. Thus, the reached education indicator is an indicator of personnel component of intellectual potential.

2. The current indicator of education - is a training coverage index.

This indicator characterizes the current situation in education and shows the coverage by primary, secondary and higher education of the population at the age of 5-24 years.

The calculation of quantitative index of intellectual potential - the index of intellectual potential development (IIPD), developed by the experts of the UN together with the World Bank in 2004 within the Knowledge for Development program [4] gained rather wide recognition in domestic literature of the last years for the condition assessment of the region's knowledge economy .

The index is an indicator of the potential development and can be used for the forecast of its dynamics. It gives the chance to carry out the comparative analysis, at least, in two planes. On the one hand, allows revealing the tendency of intellectual potential development by certain countries (regions, etc.) throughout a certain period. On the other hand, the comparison of temporary number of intellectual potential development index values for a certain period in this country with the same number of values by the group of countries, by the region, by the world community allows comparing country, group of countries, region's tendencies, at last, with universal tendencies.

According to this approach, the integrated indicator of intellectual potential of the region is calculated as the average size of various indicators set (76 by the UN technique), or their parts. The advantage of this technique is that all indicators necessary for the assessment can be found in free access (data according to the Statistics Agency of Kazakhstan, regions' statistician services).

For the assessment of knowledge impact on the level of material well-being in the regions, the special index of intellectual potential development (IIPD) based on five indicators, characterizing the following key aspects was developed:

1) average duration of the employed population training (indicator of the reached education);

2) coverage completeness of by primary, secondary and higher education (current indicator of education closely connected with the expenses for education);

3) number of undergraduates, postgraduates, graduate students in calculation for 100 thousand of the employed (indicator of purposeful preparation of scientific personnel);

4) number of people involved in researches and developments per 100 thousand of the employed (indicator of scientific researches employment scales);

5) share of internal expenses for the researches and development in percentage from gross regional product (indicator of scientific researches intensity).

The index of intellectual potential development is calculated by the following formula (3):

IIPD = ; (3)

where X_j,act - actual value of j-aspect indicator; X_j,opt - optimum value of j- aspect indicator; X_j,wor - the worst value of j- aspect indicator; j - number of considered aspects (j = 5).

The results are presented in the table 1.

Table 1 - Index of intellectual potential development in the regions of Kazakhstan in 2013.

Note: Regions were presented in decreasing order of IIPD, R&D - research and development.

The carried-out calculations of IIPD for the regions of Kazakhstan showed that the leading positions on this index belong to the regions having high quality of higher educational institutions and research institutes (Almaty, Astana, Karaganda and East Kazakhstan regions). The prevailing part of Kazakhstan's regions has rather low level of intellectual potential - only in two regions IIPD exceeds 0,4; in four regions IIPD is in the limits of 0,33-0,39; in 11 regions - within 0,4-0,5; in 58 regions - within 0,3-0,4; in four regions - within 0,30-0,31.

The assessment of intellectual potential influence of the region on the gross regional product size was carried out with the use of correlation and regression analysis. The data on intellectual potential of the region and gross regional product were submitted by 14 regions of Kazakhstan for 2013. The parameters estimates of linear regression model characterizing the dependence of gross regional product on the intellectual potential of the region were found by the method of the smallest squares. The model has the following appearance (4):

^

У_х = 81202,71 + 427063, 37х (4)

(106526,60) (170004,04),

regression coefficients standard mistakes were specified in brackets.

R = 0,76, R² = 0,58, F-statistics = 15,27, value F = 0,027.

This model shows that rather strong interrelation (correlation coefficient is equal to 0,76) is observed between the variables. The coefficient at the intellectual potential is significant at 5% level. At the increase of the region's intellectual potential by 1 point, gross regional product increases on the average by 427063,37 KZT. Therefore, it is obvious that the basis of the region's development is its resources, thus the main part is human, information, innovative and cultural. The knowledge is at the heart of reproduction of all these resources types, thus unlike such resources as financial, natural, infrastructural, etc. these resources are objectively reproduced. The regional education system based on the innovative approach is at the heart of the effective reproducibility of these resources. Besides, general tendencies of the world's economy development show that innovations and knowledge become the main factors defining the region's competitiveness.

Between the higher education and real life it is necessary to create a certain information system, some kind of cognitive infrastructure of education which will provide the transmission of professionally significant knowledge to the education system. The formation of innovative education at high educational institution of the country is the major state task.

Cooperating, complementary groups of companies, organizations, including higher educational institutions, can increase national and regional competitiveness in the world's market [1]. Cluster initiatives and activity of the clusters can have impact on the competitiveness in the following directions: clusters increase productivity of firms and branches; clusters create opportunities for innovative and production growth; clusters stimulate and facilitate formation of new business, supporting innovations and cluster expansion [2].

Thus, the conditions for formation and development of innovative scientific-educational clusters, as the most effective development structures of "education-science-industry" system are created at the regional level at the current stage of the country development. Considering the tendencies of the society development, it becomes necessary to consider cluster approach as a basis of educational projects formation for the universities as educational institutions of higher education. Similar projects have to be directed on the realization of innovative development of higher education institution both in the field of educational process and scientific researches statement, and in the respect of broad cooperation with the employers.

References

1. Asaul V.V., Krishtal V.I. Self-organization and economic integration: general points // Economic Renaissance of Russia. - 2007.- №21. - P.23 - 42.

2. Buresh O.V., Zhuk M.A. Formation of educational-research-production clusters as the strategy of regional development // "University complex as regional center of education, science and culture". Materials of the All-Russian scientific-methodical conference; Orenburg state university. - Orenburg: JSC IPK "Universitet", 2014. - P.29 - 27.

3. Leonidova G.V. Theory and practice of scientific-educational space formation of the territory. - Vologda: ISERT RAHN, 2010. - 272 p.

4. Mingaleva Zh.A., Maksimenko I.I. Financing of scientific activity of higher educational institutions on example of Perm state university // Regional economy. - 2010. - №4. - P. 14 - 28.

5. Porter M. Competitive strategy: Technique of branches and competitors' analysis / transl. from English by I. Minervin. - M.: "Alpina Publisher", 2011. - 454 p. - ISBN 978-5-9614-1605-3.

6. Business Clusters in the UK - A First Assessment, A Report for the Department of Trade and Industry by a Consortium led by Trends Business Research, February 2001.

7. Smith R.V. (2003) Industry Cluster Analysis: Inspiring a Common Strategy for Community Development, The Attraction and Retention of Young Adults in the heartland, Central Pennsylvania Workforce Development Corporation, Lewisburg, PA.

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