Economics of Education: Current Problems
Research findings on the actual problems in the economics of education in Russia are presented. It is shown that education cannot be treated as a public benefit. Due to positive externalities education is socially significant. It is incorrect to treat such the category as "education" as one of public benefits. New forms of the Russian education establishments – such as autonomous and "new" budgetary establishments – demonstrate economic behavior, closely similar to models of managerial and neoclassical theories of firm. The marginal analysis based on calculation of direct variable costs allows to define the breakeven level for a tuition fee, and for the budgetary subsidy for training. Their size is defined by the amount of teaching employees compensations. Educational establishments’ overall costs significantly exceed the marginal costs providing for break-even point. The majority of Russia’s universities can successfully implement differentiation strategy through offering new educational programs, which require the correspondent marginal costs to be set on a break-even level. The function of economic management is argued to be a new objective for educational establishments. The authors prove that these objectives can be met based on the use of approaches and methods applied by commercial organizations. The teachers workload, conditioned based on setting the norm for the number of learners per teacher, depends significantly on the overall number of students. Heavy teachers’ workload is conditioned by the insufficient number of students. Macroeconomic efficiency of human capital, accrued in the education system, has been decreasing rapidly since 2011, which can be due to economic inefficiency of educational establishments.