Analysis of the Impact of Economic Transformation on the Quality of Public Goods (through the Example of Education)

The presented study examines the correlation between the concepts of quality, education, and sustainable development, and determines their effects on the formation and implementation of a competence­based approach of the national educational model.

Aim. The study aims to analyze the trending effects of education on institutional and economic transformations and to determine the correlation and interdependence between the educational model, quality of education, and sustainable social development.

Tasks. The authors examine the structure of gross domestic product generation from the perspective of the relationship between industries and activities in the field of material production and services; analyze the share of services in the economy of developed and developing countries; identify the necessary and sufficient directions in the formation and implementation of a competence­based model, taking into account the demands and transformations of the society.

Methods. This study uses general scientific methods of cognition to examine the economic transformation of society in various aspects and assess its impact on the quality of public goods, namely, education.

Results. The spatial and temporal discontinuity of structural changes in the generation of Russia’s GDP in general has a negative impact on the population’s quality of life, including the quality of education. The study analyzes institutional changes in the economy accompanied by the transformation of such public good as education. The authors propose an original approach to improving the quality of higher education.

Conclusions. Examination of economic transformation processes based on the analysis of GDP structure and the relationship between industries and activities in the field of material production and services makes it possible to identify the specific aspects of these processes and characteristic features of their impact on the quality of public goods. As a result, this provides insight into the factors that generally affect the quality of education, the development of a competence­based model, and sustainable social development in general.

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