The sphere of educational services in the context of world globalization
The article deals with the history of the emergence, formation and development of the knowledge economy in the context of the globalization of economic processes. The article analyzes the stages of transition and transformation of the educational services sector into the most important level of the...
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irk-123456789-1309052018-03-08T03:02:41Z The sphere of educational services in the context of world globalization Savyuk, L. International and Regional Economics The article deals with the history of the emergence, formation and development of the knowledge economy in the context of the globalization of economic processes. The article analyzes the stages of transition and transformation of the educational services sector into the most important level of the knowledge economy. The main sectors of the economy of modern knowledge and their structural and functional features are defined. Based on the complex economic economy index, which is calculated in accordance with the methodology of the World Bank, an analysis was made of current trends in the ranking of countries in the formation of national knowledge economies. According to the analysis, it is concluded that countries with developed economic structures still occupy a leading position in the ranking of economic structures based on knowledge. However, developing countries and countries of the former USSR have the greatest rate of dynamic changes in the formation of the knowledge economy. The necessity of transition of the Ukrainian economy to the knowledge economy platform under the conditions of the third industrial revolution and its prospects in the sixth technological order is grounded. У статті розглянуто історію виникнення, становлення та розвитку економіки знань у контексті глобалізації економічних процесів. Проаналізовано етапи переходу та трансформації галузі освітніх послуг у вирішальну складову економіки знань. Визначено основні сектори сучасної економіки знань та їх структурні та функціональні особливості. На основі комплексного індексу економіки знань, що розраховується методологією Світового банку, проведений аналіз сучасних тенденцій зміни рейтингу країн світу у формуванні національних економік знань. Згідно проведеного аналізу зроблено висновок, що країни із розвиненими економічними укладами продовжують тримати лідерські позиції у рейтингу економічних укладів, заснованих на знаннях. Однак найбільший темп динамічних змін у формуванні економіки знань належить країнам, що розвиваються, та бувшим країнам СРСР. Обґрунтовано необхідність переходу економіки України на платформу економіки знань в умовах третьої промислової революції та її перспектив у шостому технологічному укладі. В статье рассмотрены история возникновения, становления и развития экономики знаний в контексте глобализации экономических процессов. Проанализированы этапы перехода и трансформации отрасли образовательных услуг в решающую составляющую экономики знаний. Определены основные сектора современной экономики знаний и их структурные и функциональные особенности. На основе комплексного индекса экономики знаний, которая рассчитывается согласно методологии Всемирного банка, проведен анализ современных тенденций изменения рейтинга стран мира в формировании национальных экономик знаний. Согласно проведенного анализа сделан вывод, что страны с развитыми экономическими укладами продолжают удерживать лидирующие позиции в рейтинге экономических укладов, основанных на знаниях. Однако наибольший темп динамических изменений в формировании экономики знаний принадлежит развивающимся странам и бывшим странам СССР. Обоснована необходимость перехода экономики Украины на платформу экономики знаний в условиях третьей промышленной революции и ее перспектив в шестом технологическом укладе. 2017 Article The sphere of educational services in the context of world globalization / L. Savyuk // Економічний вісник Донбасу. — 2017. — № 4 (50). — С. 74-81. — Бібліогр.: 26 назв. — англ. 1817-3772 http://dspace.nbuv.gov.ua/handle/123456789/130905 338.46:37.07:339.9 en Економічний вісник Донбасу Інститут економіки промисловості НАН України |
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International and Regional Economics International and Regional Economics |
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International and Regional Economics International and Regional Economics Savyuk, L. The sphere of educational services in the context of world globalization Економічний вісник Донбасу |
| description |
The article deals with the history of the emergence, formation and development of the knowledge economy in the context of the globalization of economic processes. The article analyzes the stages of transition and transformation of the educational services sector into the most important level of the knowledge economy. The main sectors of the economy of modern knowledge and their structural and functional features are defined. Based on the complex economic economy index, which is calculated in accordance with the methodology of the World Bank, an analysis was made of current trends in the ranking of countries in the formation of national knowledge economies. According to the analysis, it is concluded that countries with developed economic structures still occupy a leading position in the ranking of economic structures based on knowledge. However, developing countries and countries of the former USSR have the greatest rate of dynamic changes in the formation of the knowledge economy. The necessity of transition of the Ukrainian economy to the knowledge economy platform under the conditions of the third industrial revolution and its prospects in the sixth technological order is grounded. |
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Article |
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Savyuk, L. |
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Savyuk, L. |
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Savyuk, L. |
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The sphere of educational services in the context of world globalization |
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The sphere of educational services in the context of world globalization |
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The sphere of educational services in the context of world globalization |
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The sphere of educational services in the context of world globalization |
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The sphere of educational services in the context of world globalization |
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sphere of educational services in the context of world globalization |
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Інститут економіки промисловості НАН України |
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2017 |
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International and Regional Economics |
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http://dspace.nbuv.gov.ua/handle/123456789/130905 |
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The sphere of educational services in the context of world globalization / L. Savyuk // Економічний вісник Донбасу. — 2017. — № 4 (50). — С. 74-81. — Бібліогр.: 26 назв. — англ. |
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L. Savyuk
74
Економічний вісник Донбасу № 4(50), 2017
UDC 338.46:37.07:339.9
L. Savyuk,
PhD (Economics),
Institute of Industrial Economics, NAS of Ukraine, Kyiv
THE SPHERE OF EDUCATIONAL SERVICES IN THE CONTEXT
OF WORLD GLOBALIZATION
Formulation of the problem. The becoming of an
independent Ukrainian state inextricably is linked with
the formation of a competitive economy based on the
introduction of innovations, recognition of the immate-
rial knowledge of the field and educational services as a
source of country's strategic intellectual and human ca-
pital.
The start and dynamical growth of the sphere of
knowledge comes at the beginning of the third industrial
revolution, which began in the middle of the twentieth
century and continues nowadays. This period is charac-
terized by such elements of technological progress as
complex electrification, mechanization and automation
of production, high-quality metallurgy, production of
aluminum and plastic products, development of unified
transport systems, jet technology, nuclear energy, mic-
robiology, new types of construction and other innova-
tions. In addition to the indicated signs of the third in-
dustrial revolution, this period is characterized by qual-
itative changes in the forms of organization of science
and education. Science has become an industry of
knowledge with a sharp increase in the level of second-
ary and higher education, which has created the precon-
ditions for their merger into a single industry with the
subsequent formation of the Knowledge Economy (KE)
in developed countries, or "knowledge-based econ-
omy") [1]. Along with the KE there is a categorical no-
tion of innovation economy (IE). It should be noted that
these concepts in scientific research are often counted as
interchangeable and identical, which cannot be ac-
cepted. Therefore, there should be a clear understanding
of the fundamental differences and features of the KE,
the first element of which is the inclusion of the educa-
tion system as the basis for the formation and improve-
ment of the intellectual and human capital of our coun-
try.
It is impossible to ensure the organic and sustaina-
ble establishment and development of a national KE,
without studying the specific features, the emergence of
the specifics and the mobile roots of such a global phe-
nomenon. Without understanding that KE is guided by
the production, distribution and use of knowledge and
information, in the future, our country's economic
growth and competitiveness cannot be achieved. The
source of these positive changes should be the produc-
tion of creative innovative ideas, rather than the produc-
tion of goods. In order to attract these qualities, Ukrain-
ian society should be associated with the harmonious
development of the education system as the main com-
ponent of the KE.
Analysis of problems and recent publications.
According to the Organization for Economic Coopera-
tion and Development (OECD): "knowledge today is
recognized as an engine of labor productivity and eco-
nomic growth" [2]. It should be noted that the OECD
is an international organization that brings together
35 countries of the world, most of them high-income
countries and high human capital development index
(HCDI) and are considered to be developed. The OECD
treaty was signed on December 14, 1960 in Paris, but
this treaty came into force on September 30, 1961, based
on the European Organization for Economic Coopera-
tion (EOEC) to coordinate the economic policies of the
OECD countries and to agree on a program of assistance
to developing countries.
Today, this organization unites most countries of
the European Union, the United States, Australia, South
Korea and Japan. After the collapse of the USSR, Esto-
nia and Latvia joined the organization, and the OECD
actively cooperates with countries that are not its mem-
bers (in particular with Ukraine) within the framework
of specialized programs and international events.
Practically, with the beginning of the organization,
the theoretical foundations of the economic substantia-
tion of the KE as a social phenomenon and the driving
force of the country's economic prosperity began to
emerge in the United States.
Historical prerequisites for the necessity of transi-
tion to KE are considered by J. Mokyr, who proposed
his own approach to the classification of knowledge and
researched the scientific and technological progress of
mankind with a view to the past [3]. In his studies,
J. Mokyr draws attention to the qualitative characteris-
tics of the KE and proves its significance for the eco-
nomic prosperity of the state system. Like J. Mokir,
R. Delbridge connects the development of the intellec-
tual and human capital of a society with institutional
changes on the platform of the KE [4].
Consistent stages of the development of the con-
cept of KE, institutional analysis of the formation of this
model of the economic structure of society is studied in
the work of E.V. Popov. This study outlines the basics
for constructing a modern KA concept based on research
by F. von Hayek, M. Scheller, F. Machlup, P. Druker,
G. Kleiner, B. Milner and others. [5].
The theory of KE was reflected in the scientific re-
search of such famous scientists as F. Machlup [6, 7],
L. Savyuk
75
Економічний вісник Донбасу № 4(50), 2017
D. Bell [8], V. Inozemtsev [8], Y. Korchagin [1],
P. Drucker [9, 10].
The scientific basis for the use of knowledge for
the production of economic goods and the role of human
capital, a determining factor in the development of the
modern economy, are highlighted in the works of mod-
ern scientists of domestic scientists: Antonyuk [11, 13,
14], Yu.Z. Drachuk [12], OI Amoshа [13], O.F.
Novikova [14], V.M. Heyets, V.P. Seminozhenko, B.E.
Kvasnyuk [15], Kis S.Ya. [16] and others [22-26]. In
these works it is stated: "Given the limited resources in
modern economic conditions and the need to find effec-
tive mechanisms for compensating for their absence,
priority is given to economic activity through processes
aimed at increasing the share of intelligence or intellec-
tualization, and the significance of this process increases
with the assessment of existing and new possibilities of
formation economic strategy of development of domes-
tic enterprises, especially industrial enterprises, taking
into account the consequences of economic and social
phenomena ".
Thus, V.P. Antonyuk remarks that the emergence
of the concept of the KE is due to the increasing influ-
ence of intellectual capital on the economic develop-
ment of the states in the macro-economic aspect, trans-
forming it into the primary and driving force of the
emergence of a new world economy [11].
The authors of the article [12] note that with limited
resources in modern management conditions and the
need to find effective mechanisms for compensating for
their lack of - the priority place of economic activity are
processes aimed at increasing the share of intelligence
or intellectualization. Thus, according to the authors, the
scientific sphere plays an important role in the function-
ing of the branches of the economy and society at the
current stage of development of the KE in conditions of
intensification of globalization and integration pro-
cesses in the world.
The authors of the monograph "Human capital of
the regions of Ukraine in the context of innovation de-
velopment" of the Institute of Industrial Economics
(IEP) of the National Academy of Sciences of Ukraine
identified the role of the regions of Ukraine in ensuring
the social and innovative development of the state. The
monograph also substantiates the proposals for the de-
velopment of regional innovation systems as the basis
for the formation of KE.
It should be noted systematic, substantiated and
fundamental researches of the scientific group of the IEP
of the National Academy of Sciences of Ukraine con-
cerning the development of theoretical and methodolo-
gical principles of interdependence between human and
sustainable development, the competitiveness of the re-
gions and the Ukrainian state as a whole [14] .
In the scientific paper [15] the essence and pecu-
liarities of the knowledge economy in the conditions of
accelerated globalization of world, economic and poli-
tical space are considered. The authors substantiate the
factors influencing the implementation of KE in
Ukraine, based on studying the experience of foreign
countries that have chosen the way of KE formation, in-
dicators and indicators for assessing the efficiency of
such an economy. Based on existing educational, scien-
tific, and technical potential, the authors substantiate the
measures of the state policy, which promote the effi-
ciency of economic transformations and the formation
of the national innovation system of Ukraine as the basis
of institutional support of the KE.
Kis S.Ya. in their studies shows that KE reveals a
new role and place of human intelligence in modern so-
ciety, when knowledge today is a decisive factor in eco-
nomic development, an instrument of innovation, com-
petition and economic success. It is emphasized that the
main consequence of the growth of intelligence should
be considered an increase in the number of tasks that the
company's staff carries out using non-standard solu-
tions, new ideas, proposals and other own and involved
results of intellectual activity [16]. From the point of
view that technology and innovation management is a
social process, the development of intellectual potential
should be based on the development of the individual of
each individual employee, which is related to the fol-
lowing:
- any new introduction, innovations are unique and
are the result of individual creativity;
- consumer requirements for the quality of new
products are so high that the success of commercializa-
tion of innovations is largely ensured by the application
of various knowledge;
- The research staff acts as a generator of ideas, his
knowledge, skills and abilities, as well as personal qua-
lities, are the initial stimulus for the emergence of inno-
vations;
- creativity of workers requires stimulation and de-
velopment, as they tend to become the source of inno-
vative ideas, ways of solving problems or making emer-
gency decisions.
Despite the fact that the ability to creativity is more
often laid in a person from birth, manifestations of their
full potential are possible only in conditions that pro-
mote their development and embodiment.
The purpose of the publication. To substantiate
the necessity of transition of the Ukrainian economy to
the КE platform in the conditions of the third industrial
revolution and its prospects on the sixth technological
path. This research presents a scientific justification for
the fact that the first driving force of КEs should be the
formation of a qualitative and competitive system of na-
tional Ukrainian education in all its possible dimen-
sions – formal, non-formal and informal. In this case,
informal education means intentional or conscious edu-
cation, but not is institutionalized [16]. This form of
education is less organized and structured than formal
and non-formal education. Informal education can in-
L. Savyuk
76
Економічний вісник Донбасу № 4(50), 2017
clude educational activities in the family, in the work-
place, in the local community and in everyday life on an
independent, family or social basis.
Introducing the main material. The form of eco-
nomic structure, based on the production and consump-
tion of high-quality knowledge, it’s called "Knowledge
Economy". It be should note that the formation of a
knowledge-based economy becomes a priority direction
of strategic development of the most developed coun-
tries of the world, the basis of modernization, which in-
fluences the level of programs of national development.
The concept of KE, or the economy, created based
on knowledge, is becoming more and more popular all
over the world. However, it should be noted that the
United States remains the pioneer in creating the KE as
the highest stage in the development of a post-industrial
economy in combination with an innovative economy.
In the territory of Europe, the KE is partly formed, but
European countries are pursuing a determined and per-
sistent effort to formulate national economic structures,
in which most of the gross domestic product (GDP) is
provided by the activities of producing, processing, stor-
ing and disseminating information and knowledge.
According to the portal "Encyclopedia of Contem-
porary Ukraine", KE is an economy in which knowledge
is the driving force of progress, is concentrated in human
capital, when human are viewed not only as a factor of
production (labor) but also as a result. The process of
developing such an economy consists in increasing the
stock of abilities and the set of human needs [17].
It is possible to agree with this definition in part,
but it should be noted that the KE is still determined not
only by the specified priorities. According to economic
approaches, market relations in the emerging global
markets for services, including educational, the concept
of KE is changing. Thus, in many scientific sources, an
KE means a certain state of the state's economy, charac-
terized by the transition of knowledge into a category of
goods, where the product itself becomes a carrier of
unique knowledge, and knowledge becomes one of the
main factors of production.
Famous Austrian economist Fritz Machlup, who
migrated to the United States in 1933 and he was recog-
nized as a lecturer at the Universities of Buffalo, Johns
Hopkins and Princeton, in the late 1950s defined the
core components of the field of knowledge as human ac-
tivity [6].
Prof. F. Machlup was not only a well-known theo-
retician in the field of market organization of produc-
tion, marginality in microeconomic studies, concepts
and multipliers of foreign trade, but also possessed a
unique gift in taxonomy. The task of taxonomy is the
formation of principles and methods of classification
and nomenclature of difficultly organized hierarchical
systems. F. Machlup formulated a complex definition,
measurement and interpretation of those activities that
can be properly described as the production and distri-
bution of knowledge: "Knowledge-production" is any
human or anthropogenic activity that is effectively de-
signed to create, modify or confirm in the human con-
sciousness, its own or someone else's, meaningful ap-
perception or awareness that it may be.
F. Machlup, after processing statistical data, deter-
mined the amount of American society spending on the
knowledge sector as of 1958. He also categorized these
costs by product type and identification of major con-
sumers [7]:
1. The total expenditure on the development of the
knowledge sector amounted to $ 136.436 billion, ac-
counting for 29% of the country's GDP.
2. By type of product, this amount falls into five
main sectors:
• education – $ 60.194 billion (44.1%);
• research and development – $ 10.990 billion
(8.1%);
• Mass Media – $ 38.369 billion (28.1%);
• information technology – $ 8.922 billion (6.5%);
• Information services – $ 17.961 billion (13.2%).
3. The second classification of expenses for the de-
velopment of the knowledge sector identifies its main
clients:
• the US government spent $ 37.968 billion on this
appointment (27.8% of the total);
• business – $ 42.198 billion, or 30.9% of total ex-
penses;
• other consumers – the remaining $ 56.270 billion
(41.3% of the total cost).
The scientist F. Machlup pays special attention to
the education sector, as the first and main echelon of the
field of knowledge. At that time, he proposed a proper
cautious and ingenious sort of statistical data available
at that time, based on which he carefully studied the cur-
rent research of the expected return on investment in hu-
man capital.
F. Machlup, being an elite educational policy ana-
lyst, noted that additional investments in education
could not at once provide higher returns than invest-
ments in the country's fixed capital. However, he argued
that the quality of education will be improved, its value
will be reduced, and profitability will be increased by
reducing the school age rating to fourteen years and im-
proving school and university curricula at all levels of
educational programs.
The third industrial revolution continued the for-
mation of the fourth and fifth technological structures of
the economy and provided the basis for the transition to
the sixth technological structure of the post-industrial
economy in the developed countries of the world. With
the beginning of the 21st century, the US, Switzerland,
Sweden, Ireland, the Netherlands, Hungary, Canada,
Belgium, Great Britain, and South Korea are actively
developing KE and the information society in a globa-
lized world [18]. Today, these countries became the first
in the top ten leaders in creating economic wealth based
L. Savyuk
77
Економічний вісник Донбасу № 4(50), 2017
on GDP, dominated by "knowledge" types of economic
activity.
In his work [1] Yu. A. Korchagin conducts a com-
parative analysis of the second and third scientific and
technological revolution in terms of growth and deve-
lopment of human capital. For the second industrial re-
volution with 2-4 technological structures of the eco-
nomy, there is a mass vocational education, the growth
of the duration and quality of life of people, the creation
of scientific and technological centers and organiza-
tions, the growth of innovation, the formation of a civil
society and democracy in developed countries. These
processes contribute to the development of an industrial
society with a high productivity of labor.
The third industrial revolution, which formed in the
21st century, has led to the transition of developed coun-
tries into the post-industrial economy with the rapid for-
mation of the KE and the information society. At the
same time, the growth of intellectual and human capital
contributes to accelerating the development of quality
education and innovative business and science based on
techno polises, silicone valleys, and replacement of the
national wealth of human capital, the creation of the
knowledge industry and the high quality of life of soci-
ety.
Pioneers in the field of the theory and practice of
forming the field of knowledge, and in the future KE,
systematically, approached its goal – a qualitative
change in the economic structure of mankind. Each his-
torical epoch generated its own dominant means of pro-
duction and the assessment of new knowledge. The
main stages of the formation of KE in the XX-XXI cen-
turies should be due to continuous research and the dis-
covery of the following scientists, organizations and
their research (Table 1).
Table 1
The main stages of the formation of the Knowledge Economy [5]
The author of the
study
Country Content of scientific research
The end of the
study year
M. Scheller Germany The theory of purposeful acquisition of new knowledge 1924
F. von Hayek (Nobel
Prize in Economics)
Austria
Consideration of new knowledge as a factor contrib-
uting to significant time savings in the production pro-
cess
1945
K. Dawson United Kingdom Creating the first classification of knowledge 1962
F. Machlup Austria / USA The main provisions of the knowledge economy 1966
P. Drucker Austria / USA Creation of the theory of knowledge management 1968-1993
Michael Polanie
Hungary / USA/
United Kingdom
Introducing the concepts of explicit and conditional
knowledge
1985
I.Nonaka USA Creating a theory of knowledge transformation 1995
F. Dretske USA Development of the theory of knowledge management 1995
G. B. Kleiner Russia Socio-economic aspects of knowledge economy 2004
B.Z. Milner Russia The issue of knowledge management 2004
V.V. Glukhov Russia Assessment of the production of new knowledge 2005
Headquarters Commit-
tee - Unesco
France Report "To the Knowledge Society" 2005
Here is a brief explanation to the table. 1. The in-
troduction of the idea and the terms "knowledge society"
and "knowledge economy" is often attributed to Ameri-
can political scientist R. Lane. In a 1966 publication, he
considered a hypothetical model for reducing the value
of politics and ideology in an intensive growth of sci-
ence and education in modern society. However, it
should be noted that it is in the works of P. Drucker and
the innovative work of F. Maсhlup that an idea is formed
and the concept of the "knowledge economy" is being
developed.
Subsequently, by the end of the twentieth century,
foreign scholars P. Drucker, M. Polanie, I. Nonaka, A.
Drestske projected theoretical aspects of the concept of
EAs into applied aspects of the transformation and ma-
nagement of knowledge as a competitive commodity.
They also improve and adapt the theory of knowledge
management to the practical aspects of the already es-
tablished dynamic EAs in their countries.
As you can see, only in the beginning of the XXI
century problems of the formation of a society of
knowledge begin to be considered by scientists in the
post-Soviet space. Therefore, a thorough study of the ex-
perience of foreign researchers in the field of the pecu-
liarities and advantages of the establishment of the KE
is a particularly important driver of accelerating the
transformational changes in Ukrainian society.
Table 1 shows no data on Ukrainian scientists who
are investigating laws and the dynamics of the growth
of KEs within the territory of our independent state, as
this issue is discussed above. However, this trend of re-
search is also relatively young for the Ukrainian scien-
tific school.
Did the forecasts of the pioneers come true in the
spheres of growth of sprouts of the field of knowledge?
Is this the basic foundation for the formation of human
capital? To find out this fact, first of all, it is necessary
to analyze the complex indicators of the world economic
L. Savyuk
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Економічний вісник Донбасу № 4(50), 2017
development, such as the Knowledge Economy Index
(KEI) and the Knowledge Index (KI) [19].
The Knowledge Economy Index (KEI) characte-
rizes the level of knowledge-based economy in coun-
tries and regions of the world according to the World
Bank methodology.
The KEI Complex Indicator Calculation Method-
ology was developed by the World Bank Group in 2004
under the “Knowledge for Development” (K4D) pro-
gram to assess countries' ability to create, accept and
disseminate knowledge. It is anticipated that this index
should be used by states to analyze the problem points
in their policies and measure the readiness of the country
to move to a knowledge-based model.
The basis for the calculation of the KEI is the “The
Knowledge Assessment Methodology” (KAM), pro-
posed by the World Bank, which includes a set of 109
structural and qualitative indicators, which are grouped
into four main groups:
1. The index of the Economic and Institutional Re-
gime characterized by the conditions of development of
the economy and society as a whole, the economic and
legal environment of the country, the quality of regula-
tion, business development and private initiative, the
ability of society and its institutions to effectively use
existing knowledge and create new knowledge.
2. The index of Education and Human Resources,
which assesses the level of education of the population
and its persistent skills in the creation, dissemination
and use of knowledge through adult literacy indicators,
registered students and schoolchildren ratio to the num-
ber of people in the corresponding age, as well as a num-
ber of other indicators.
3. The index of the innovation system is the level
of development of the national innovation system,
which includes companies, research centers, universi-
ties, professional associations and other organizations
that perceive and adapt global knowledge for local
needs, as well as create new knowledge and new tech-
nologies based on these innovations. This index takes
into account the number of scientists working in the
field of research and development (Research & Deve-
lopment – R & D), the number of registered patents, the
number and circulation of scientific journals, etc.
4. The Index of Information and Communication
Technology (ICT), which assesses the level of infor-
mation and communication infrastructure development
that should promote the effective dissemination and pro-
cessing of information.
For each group of indicators, countries are rated
from 1 to 10 points. The calculation takes into account
general economic and social indicators that include in-
dicators for the annual growth of GDP and the Human
Development Index (HDI) of the country.
The Knowledge Index (KI) is the average of three
of the following indicators - the Education Index, the In-
dex of Innovation and the Information Technology and
Communications Index. Are calculated these indicators
for each country, group of countries and the world as a
whole. The methodology makes it possible to compare
individual indicators of different countries, as well as
average indicators that characterize groups of countries.
The researcher can compare the values of the given in-
dex for different groups of objects according to their in-
dividual indicators or aggregated indicators.
The World Bank Knowledge Assessment Method-
ology is an interactive tool for accessing the information
system, which allows you to receive dynamic KEI and
KI data for one country or group of countries in the for-
mat of charts and tables. Currently, under conditions of
open access in the database, there are statistics on
changes in the world ranking of countries in terms of
development and creation of KE in the global market for
the period 1995-2012. [20].
Particularly interesting from the perspective of this
study is to analyze the data for certain representative
sample of complex index KEI. In fig. 1 shows a diagram
of the change of the KEI at three reference points for the
collection of statistical data for 1995, 2000 and 2012. In
the study, 9 countries were selected from 145 countries
studied where the KEI: USA, Canada, UK, Sweden, Po-
land, Romania, Ukraine, Russia and Saudi Arabia.
Fig.1 Analysis of the Knowledge Economy Index by the World Bank methodology
L. Savyuk
79
Економічний вісник Донбасу № 4(50), 2017
As you can see, the high value of the complex in-
dex of KEI is in countries with highly developed eco-
nomic structures. However, at the same time, the United
States, Canada, and the United Kingdom are beginning
to lag behind in the dynamics of the KEI indicator from
Sweden and other European Union countries. This fact
confirms the sequence, purposefulness and determina-
tion of European leaders to the rapid formation of KE in
its national economic space.
In 2005, the United Nations Educational, Scientific
and Cultural Organization (UNESCO) published a re-
port “To the Knowledge Society”, which outlines
knowledge-based contours. Among these contours [21]:
• active development of free access to knowledge;
• public participation in democracy;
• economics based on knowledge;
• creation of networks of knowledge and culture of
innovation;
• free access to continuing education and training;
• use of scientific results in all spheres of public
life;
• preservation of linguistic and cultural diversity.
Given these social changes, the essence of the in-
formation society lies in the fact that human civilization,
after the agrarian and industrial stage of development,
enters a new stage where information considered is the
most valuable resource and its accessibility is the most
important moment in this ideology. Information is just a
tool of knowledge, when excessive information and its
presence do not lead to increased knowledge. In the
knowledge society, the most important point is "Learn
to Learn," and new information technologies should
contribute to the continuous improvement of personal
and professional competence. At the same time, new
technologies accelerate the creation and dissemination
of knowledge everywhere, and education becomes the
key value of society and KE.
It should be noted, that as of 2012, the team of the
first ten countries - leaders in the IEE ranking, which
included: Sweden, Finland, Denmark, the Netherlands,
Norway, New Zealand, Canada, Germany, Australia,
and Switzerland - qualitatively changed. The United
States and the United Kingdom have lost leadership in
the top ten leaders of developed KE countries.
They took the thirteenth and fourteenth place. It is
a pity to admit, but our state in the period from 1995 to
2012 has passed from 52nd to 56th place according to
the World Bank rating - the cost of KEI for our country
is 5.73. This fact is even more disturbing for the per-
spective of the future Ukrainian state, if we analyze the
data of the ten leading countries in improving the posi-
tions of the World Bank rating (Table 2).
Analysis of Table 2 allows us to conclude that most
countries with underdeveloped economic arrangements
make significant efforts to create KE. The World Bank
and other world institutions are improving tools for
monitoring innovation and development of KE in the
world. Ukraine needs urgent acceleration of the process
of organic development of all branches of EA, and spe-
cial attention deserves to increase the efficiency and
quality of educational services as the key and main eche-
lon of KE.
Table 2
Top ranking of countries with the best dynamics
of KEI as of 2012 [20]
Country
Place
in the rating
(2000) / KEI
Place
in the rating
(2012) / KEI
Improve
your
rating
Saudi Arabia 76 / 4.60 50 / 5.96 26
Oman 64 / 5.28 47 / 6.14 17
Macedonia 73 / 4.76 58 / 5.65 15
Azerbaijan 94 / 3.61 79 / 4.56 15
Albania 96 / 3.52 82 / 4.53 14
Algeria 110 / 2.85 96 / 3.79 14
Rwanda 141 / 1.17 127 / 1.83 14
Belarus 70 / 4.89 59 / 5.59 11
Burkina Fаso 133 / 1.82 124 / 1.91 9
Romania 53 / 5.66 44 / 6.82 9
Conclusion. Education and science are the main
theoretical basis and structural factor in ensuring the
economic development of the state. The dynamism and
level of education are responsible for providing inten-
sive economic growth in the transition to the "new"
economy based on knowledge (neo economics) for dif-
ferentiation between economically developed and de-
veloping countries. The quality of education is the main
source and decisive factor in such growth. The key to
this process is a human potential and, above all, educa-
tion, competence, creativity of people and the conditions
for their implementation.
The knowledge becomes the main source of com-
petitive advantage in the 21st century. At the same time,
it is hardly possible to speak about advanced educational
attitudes in Ukraine, which is far behind the developed
countries for the efficiency of the economy and the
standard of living. Most people intellectually grow with
education. This growth determined is by the quality of
school and university education. The higher they are im-
proved in terms of education, the better they are edu-
cated, and even more so their potential and competitive-
ness. The relatively low competitiveness of Ukraine's la-
bor potential, recorded in the productivity and quality of
work, innovation inhibition in most industries indicates
significant disadvantages in the work of vocational
schools, and above all the higher education.
Thus, in order to form a highly developed KE
structure in Ukraine, it is necessary, first, to change the
quality of education services sector. The field of educa-
tional services is a crucial tool and innovative driver for
increasing Ukraine's competitiveness in the context of
globalization of processes in the world and the for-
mation of a global knowledge economy with markets
and the transfer of innovative technologies.
L. Savyuk
80
Економічний вісник Донбасу № 4(50), 2017
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Сав’юк Л. О. Сфера освітніх послуг у кон-
тексті світової глобалізації
У статті розглянуто історію виникнення, стано-
влення та розвитку економіки знань у контексті гло-
балізації економічних процесів. Проаналізовано
етапи переходу та трансформації галузі освітніх по-
слуг у вирішальну складову економіки знань. Визна-
чено основні сектори сучасної економіки знань та їх
структурні та функціональні особливості. На основі
комплексного індексу економіки знань, що розрахо-
вується методологією Світового банку, проведений
аналіз сучасних тенденцій зміни рейтингу країн
світу у формуванні національних економік знань.
Згідно проведеного аналізу зроблено висновок, що
країни із розвиненими економічними укладами про-
довжують тримати лідерські позиції у рейтингу еко-
номічних укладів, заснованих на знаннях. Однак
найбільший темп динамічних змін у формуванні
економіки знань належить країнам, що розвива-
ються, та бувшим країнам СРСР. Обґрунтовано не-
обхідність переходу економіки України на плат-
форму економіки знань в умовах третьої промисло-
вої революції та її перспектив у шостому техноло-
гічному укладі.
Ключові слова: сфера освітніх послуг, галузь
знань, система вищої освіти, вищий навчальний за-
клад, конкурентоспроможність, промислова рево-
люція, технологічний уклад, економіка знань, ін-
декс, рейтинг.
Савюк Л. А. Сфера образовательных услуг в
контексте мировой глобализации
В статье рассмотрены история возникновения,
становления и развития экономики знаний в контек-
сте глобализации экономических процессов. Про-
анализированы этапы перехода и трансформации
отрасли образовательных услуг в решающую со-
ставляющую экономики знаний. Определены основ-
ные сектора современной экономики знаний и их
структурные и функциональные особенности. На
основе комплексного индекса экономики знаний,
которая рассчитывается согласно методологии Все-
мирного банка, проведен анализ современных тен-
денций изменения рейтинга стран мира в формиро-
вании национальных экономик знаний. Согласно
проведенного анализа сделан вывод, что страны с
развитыми экономическими укладами продолжают
удерживать лидирующие позиции в рейтинге эконо-
мических укладов, основанных на знаниях. Однако
наибольший темп динамических изменений в фор-
мировании экономики знаний принадлежит разви-
вающимся странам и бывшим странам СССР. Обос-
нована необходимость перехода экономики Укра-
ины на платформу экономики знаний в условиях
третьей промышленной революции и ее перспектив
в шестом технологическом укладе.
Ключевые слова: сфера образовательных услуг,
отрасль знаний, система высшего образования, выс-
шее учебное заведение, конкурентоспособность,
промышленная революция, технологический уклад,
экономика знаний, индекс, рейтинг.
Savyuk L. The sphere of educational services in
the context of world globalization
The article deals with the history of the emergence,
formation and development of the knowledge economy
in the context of the globalization of economic pro-
cesses. The article analyzes the stages of transition and
transformation of the educational services sector into the
most important level of the knowledge economy. The
main sectors of the economy of modern knowledge and
their structural and functional features are defined.
Based on the complex economic economy index, which
is calculated in accordance with the methodology of the
World Bank, an analysis was made of current trends in
the ranking of countries in the formation of national
knowledge economies. According to the analysis, it is
concluded that countries with developed economic
structures still occupy a leading position in the ranking
of economic structures based on knowledge. However,
developing countries and countries of the former USSR
have the greatest rate of dynamic changes in the for-
mation of the knowledge economy. The necessity of
transition of the Ukrainian economy to the knowledge
economy platform under the conditions of the third in-
dustrial revolution and its prospects in the sixth techno-
logical order is grounded.
Keywords: sphere of educational services, branch
of knowledge, higher education system, higher educa-
tional institution, competitiveness, industrial revolution,
technological structure, knowledge economy, index, rat-
ing.
Received by the editors: 18.12.2017
and final form 22.12.2017
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