Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  FINANCIAL LITERACY LEVEL OF HIGH SCHOOL STUDENTS AND ITS ECONOMIC PATTERNS REFLECTIONS

  This study contributes to the understanding of the level of financial literacy of high school students in Israel. The research purpose is to describe the level of financial literacy among high school students in Israel aged 15-18 and to examine the implications that financial literacy has on their economic behaviour patterns. The study examines ... This study contributes to the understanding of the level of financial literacy of high school students in Israel. The research purpose is to describe the level of financial literacy among high school students in Israel aged 15-18 and to examine the implications that financial literacy has on their economic behaviour patterns. The study examines the different relationships between financial knowledge, attitudes and economic behaviour of students with different demographic characteristics. The working thesis of the paper is that the low educational level of students in the field of personal finance poses risks in their effective management in the future. One of the conclusions drawn from this finding is that students may need to have an additional toolbox, knowledge, and basic skills to cope with the new economic environment of the day. In addition, it is clear from the findings that a student's attitudes and beliefs have some influence on his / her financial knowledge and ability to solve financial issues, and have a greater impact on the adolescent's economic behaviour. The contribution is to the understanding that emphasis should be placed on financial education programs at school to provide tools to help students overcome psychological and emotional barriers, enhance a student's perception of competence, and teach him / her to avoid satisfaction and demonstrate self-discipline. This combination of providing cognitive and non-cognitive tools may raise the level of financial literacy of high school students in Israel and remain with them for a period.

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  ÏÐÎÁËÅÌÈ ÍÀ ÇÀÅÒÎÑÒÒÀ È ÁÅÇÐÀÁÎÒÈÖÀÒÀ  ÁÚËÃÀÐÑÊÈÒÅ ÎÁËÀÑÒÈ ÏÎ ÒÅ×ÅÍÈÅÒÎ ÍÀ ÄÎËÅÍ ÄÓÍÀÂ

   ñòàòèÿòà å íàïðàâåí ñðàâíèòåëåí àíàëèç íà çàåòîñòòà è áåçðàáîòèöàòà â áúëãàðñêèòå îáëàñòè ïî òå÷åíèåòî íà Äîëåí Äóíàâ ‒ Âåëèêî Òúðíîâî, Ðóñå, Ñèëèñòðà. Èçñëåäâàíåòî èìà çà öåë äà èäåíòèôèöèðà ïðîáëåìèòå, ñâúðçàíè ñ àíàëèçè-ðàíèòå âåëè÷èíè, êàêòî è äà ïîòúðñè ïîäõîäÿùèòå ìåðêè çà óâåëè÷àâàíå íà çàåòîñòòà èëè ñúçäàâàíå íà óñòîé÷èâè ...  ñòàòèÿòà å íàïðàâåí ñðàâíèòåëåí àíàëèç íà çàåòîñòòà è áåçðàáîòèöàòà â áúëãàðñêèòå îáëàñòè ïî òå÷åíèåòî íà Äîëåí Äóíàâ ‒ Âåëèêî Òúðíîâî, Ðóñå, Ñèëèñòðà. Èçñëåäâàíåòî èìà çà öåë äà èäåíòèôèöèðà ïðîáëåìèòå, ñâúðçàíè ñ àíàëèçè-ðàíèòå âåëè÷èíè, êàêòî è äà ïîòúðñè ïîäõîäÿùèòå ìåðêè çà óâåëè÷àâàíå íà çàåòîñòòà èëè ñúçäàâàíå íà óñòîé÷èâè ïðåäïîñòàâêè çà íåéíîòî çàïàçâàíå è íàìàëÿâàíå íà áåçðàáîòèöàòà â ðàçãëåäàíèòå îáëàñòè.  ðåçóëòàò íà èçñëåäâàíåòî ñå óñòàíîâÿâà, ÷å â áúëãàðñêèòå îáëàñòè îò Äîëåí Äóíàâ îñíîâíèòå ïðîáëåìè îò-íîñíî çàåòîñòòà è áåçðàáîòèöàòà ñà ñâúðçàíè íàé-âå÷å ñúñ ñïàäà íà òðóäîñïîñîáíîòî íàñåëåíèå ïîä âëèÿíèå íà íåãàòèâíèòå äåìîãðàôñêè òåíäåíöèè, îáåçëþäÿâàíå, ìèãðàöèÿ, íàìàëÿâàíåòî íà íàñåëåíèåòî ñ âèñøå îáðàçîâàíèå, ëèïñàòà íà ãîëåìè ïðåäïðèÿòèÿ è äð. Ïðåäëàãàò ñå ðàçëè÷íè ìåðêè çà ïîäîáðÿâàíå íà çàåòîñòòà è íàìàëÿâàíå íà áåçðàáîòèöàòà, êàòî ïî-âàæíèòå îò òÿõ ñà: ïîäîáðÿâàíå íà îáðàçîâàòåëíàòà ñòðóêòóðà íà ðàáîòíàòà ñèëà è ïðîäúëæàâàùî ïðîôåñèîíàëíî îáó÷åíèå; ðàçâèòèå íà èíôðàñòðóêòóðàòà; óâåëè÷àâàíå íà âúçìîæíîñòèòå çà óñâîÿâàíå íà ñðåäñòâà îò åâðîïåéñêèòå ôîíäîâå; èçïîëçâàíåòî íà ðåêà Äóíàâ, êàòî îáùîåâðîïåéñêè òðàíñïîðòåí êîðèäîð; íàåìàíåòî íà òðàíñãðàíè÷íà ðàáîòíà ñèëà; íàñúð÷àâàíå íà òðóäîâàòà ìîáèëíîñò è äð.

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  ÅÔÅÊÒÚÒ ÍÀ ÅÂÐÎÏÅÉÑÊÈÒÅ ÊÐÅÄÈÒÍÈ ÐÅÃÓËÀÖÈÈ ÂÚÐÕÓ ÈÏÎÒÅ×ÍÎÒÎ ÊÐÅÄÈÒÈÐÀÍÅ È ÈÍÂÅÑÒÈÖÈÈÒÅ Â ÈÏÎÒÅ×ÍÈ ÎÁËÈÃÀÖÈÈ

  Èïîòå÷íîòî êðåäèòèðàíå çàïàçâà ñâîÿòà âàæíà ñîöèàëíà ôóíêöèÿ è ñëåä êðèçàòà, íî ïðîäúëæàâà äà ïðåäñòàâëÿâà ñåðèîçåí ôèíàíñîâ ðèñê êàêòî çà ïîòðåáèòåëèòå, òàêà è çà êðåäèòíèòå èíñòèòóöèè, êîèòî îòïóñêàò èïîòå÷íè êðåäèòè. Åâîëþöèÿòà â êðåäèòèðàíåòî ïðåç ïîñëåäíèòå äåñåò ãîäèíè çàñèëâà êîíêóðåíöèÿòà íà èïîòå÷íèÿ ïàçàð è å â òÿñíà âðúçêà ñ äèíàìè÷íèòå ... Èïîòå÷íîòî êðåäèòèðàíå çàïàçâà ñâîÿòà âàæíà ñîöèàëíà ôóíêöèÿ è ñëåä êðèçàòà, íî ïðîäúëæàâà äà ïðåäñòàâëÿâà ñåðèîçåí ôèíàíñîâ ðèñê êàêòî çà ïîòðåáèòåëèòå, òàêà è çà êðåäèòíèòå èíñòèòóöèè, êîèòî îòïóñêàò èïîòå÷íè êðåäèòè. Åâîëþöèÿòà â êðåäèòèðàíåòî ïðåç ïîñëåäíèòå äåñåò ãîäèíè çàñèëâà êîíêóðåíöèÿòà íà èïîòå÷íèÿ ïàçàð è å â òÿñíà âðúçêà ñ äèíàìè÷íèòå ïðîìåíè íà öåíèòå íà íåäâèæèìèòå èìîòè. Íàìàëÿâàíåòî íà ëèõâåíèòå ðàâíèùà â Åâðîïà îïðåäåëÿ ïî-ãîëÿìîòî òúðñåíå íà èïîòå÷íè êðåäèòè è óâåëè÷àâà äåëà íà çàêóïåíèòå ñúñ çàåì èìîòè. Íàáëþäàâàìå íåùî ïîçíàòî – àãðåñèâíî êðåäèòèðàíå, íàòðóïâàíå íà ôèíàíñîâè ðèñêîâå, ïîðîäåíè îò âèñîêèòå öåíè íà æèëèùàòà, è ðåàëíà âúçìîæíîñò çà „áàëîíèçèðàíå íà ïàçàðà” ïðè íèñúê ðúñò íà èêîíîìèêàòà è îòðèöàòåëíè ëèõâè ïî äåïîçèòèòå. Ïîçèòèâíèòå î÷àêâàíèÿ ñà ñâúðçàíè ñ óñúâúðøåíñòâàíåòî è óíèôèöèðàíåòî íà êðåäèòíèòå ðåãóëàöèè â íîðìàòèâíàòà óðåäáà íà Åâðîïåéñêèÿ ñúþç ñëåä êðèçàòà è òÿõíîòî ñïàçâàíå, êîåòî òðÿáâà äà îñèãóðè íåîáõîäèìèÿ áàëàíñ çà ðàçâèòèåòî íà ïàçàðà íà íåäâèæèìè èìîòè, îòïóñíàòèòå îò áàíêèòå èïîòå÷íè êðåäèòè è èíâåñòèöèèòå â åìèòèðàíèòå îò òÿõ èïîòå÷íè îáëèãàöèè.  ðåçóëòàò íà íàó÷íîòî èçñëåäâàíå àâòîðúò ïðåäñòàâÿ êàòî îñíîâåí èçâîä, ÷å: ïðèëàãàíåòî íà ïðèåòèòå ìåæäóíàðîäíè ðåãóëàòîðíè ìåõàíèçìè, êîèòî âêëþ÷âàò çàâèøåí âúíøåí è âúòðåøåí îäèò â ðàìêèòå íà ÅÑ, òðÿáâà äà ïîñòàâè êàòî ïðèîðèòåò ïðåä áàíêîâèÿ è ôèíàíñîâèÿ íàäçîð â Áúëãàðèÿ ïðîâåæäàíåòî íà ïåðìàíåíòåí, åôåêòèâåí ìîíèòîðèíã âúðõó ôèíàíñîâèÿ ñåêòîð, ñòðóêòóðàòà íà èíâåñòèöèèòå è ñôåðèòå íà èíâåñòèðàíå íà âñè÷êè èíñòèòóöèîíàëíè èíâåñòèòîðè, êîèòî ñà ïîä òåõåí êîíòðîë. Òîâà ùå ãàðàíòèðà ðàçóìíî êðåäèòèðàíå îò áàíêèòå è ôèíàíñîâà óñòîé÷èâîñò â ñåêòîðà, ïî-äîáðà çàùèòà íà ïîòðåáèòåëèòå íà èïîòå÷íè êðåäèòè è íà èíâåñòèöèèòå â èïîòå÷íè îáëèãàöèè.