Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÏÐÅÄÈÇÂÈÊÀÒÅËÑÒÂÀ ÏÐÅÄ ÔÎÐÌÈÐÀÍÅÒÎ È ÁÞÄÆÅÒÈÐÀÍÅÒÎ ÍÀ ÏÓÁËÈ×ÍÈÒÅ ÏÎËÈÒÈÊÈ Â ÎÁËÀÑÒÒÀ ÍÀ ÌËÀÄÅÆÒÀ

  Îñèãóðÿâàíåòî íà ðàçíîîáðàçíè è ïîäëåæàùè íà ðàçâèòèå ìëàäåæêè ïîëèòèêè å îò êëþ÷îâî çíà÷åíèå çà ðàçâèòèåòî íà ñåêòîð "Ìëàäåæ è ñïîðò" â äúðæàâàòà. Äåòàéëèçèðàíåòî íà ïîëèòèêèòå ÷ðåç äèàëîã ìåæäó ìëàäèòå õîðà, îáùèíèòå è äúðæàâàòà è ïðèâåæäàíåòî èì âúâ âèä íà ñòðàòåãèÿ ùå äîïðèíåñàò çà ðàçâèòèåòî íà êîìïåòåíòíè ìëàäåæè è ðàáîòåùè ãðàæäàíñêè ... Îñèãóðÿâàíåòî íà ðàçíîîáðàçíè è ïîäëåæàùè íà ðàçâèòèå ìëàäåæêè ïîëèòèêè å îò êëþ÷îâî çíà÷åíèå çà ðàçâèòèåòî íà ñåêòîð "Ìëàäåæ è ñïîðò" â äúðæàâàòà. Äåòàéëèçèðàíåòî íà ïîëèòèêèòå ÷ðåç äèàëîã ìåæäó ìëàäèòå õîðà, îáùèíèòå è äúðæàâàòà è ïðèâåæäàíåòî èì âúâ âèä íà ñòðàòåãèÿ ùå äîïðèíåñàò çà ðàçâèòèåòî íà êîìïåòåíòíè ìëàäåæè è ðàáîòåùè ãðàæäàíñêè îðãàíèçàöèè.

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  THE IMPACT OF FINANCIAL EDUCATION PROGRAMMES IN ISRAEL AND THE FAMILY DISCUSSION ON FINANCIAL MATTERS ON THE BEHAVIOUR OF YOUTH

  This study contributes to understanding the degree of impact and effectiveness of financial education curricula in Israeli schools, on the financial knowledge, attitudes, and economic behaviour of high school students. An analysis of the findings shows that no significant difference has been found in the scores in the areas of financial ... This study contributes to understanding the degree of impact and effectiveness of financial education curricula in Israeli schools, on the financial knowledge, attitudes, and economic behaviour of high school students. An analysis of the findings shows that no significant difference has been found in the scores in the areas of financial knowledge, attitudes, and economic behavior, between students who participated in the financial education programme and students who did not participate at all. The article also examines the degree of involvement of students in the day-to-day financial decisions of their families, and the importance and willingness of high school students to consult with professionals, and relatives in financial matters. The findings of the study indicate that there haven been significant difference in the scores obtained by students who participated in the financial education programme compared to students who did not participate, in everything related to the financial knowledge, attitudes and economic behavior presented by the students. Additional research findings suggest that respondents' attitudes regarding their preferences in consultation with professionals and family members are positive, but not to a large or satisfactory extent. The findings indicate that the degree of students’ involvement in the financial decisions that occur daily in a family is low and the standard deviation is large. This finding may indicate that some students are significantly involved in household financial decisions compared to others, who are hardly involved at all. One of the conclusions drawn from these findings is that financial education programmes in schools in Israel should incorporate the content, learning, and involvement of parents in the school financial education curriculum. The financial education programe should encourage students to talk a lot and consult with their parents about the day-to-day financial matters that concern them. Parents, for their part, need to involve their children more in the financial decisions made in running a household.

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  ÏÐÅÄÏÎÑÒÀÂÊÈ È ÒÅÎÐÅÒÈ×ÍÈ ÎÑÍÎÂÈ ÇÀ ÐÀÇÂÈÒÈÅ ÍÀ ÈÍÑÒÐÓÌÅÍÒÀÐÈÓÌÀ ÇÀ ÑÒÐÅÑ ÒÅÑÒ ÍÀ ÏÓÁËÈ×ÍÈÒÅ ÔÈÍÀÍÑÈ

  Íàñòîÿùàòà ñòóäèÿ èçñëåäâà òåîðåòè÷íîòî ðàçâèòèå íà ìåòîäèòå, ìîäåëèòå è èíñòðó-ìåíòèòå çà ïðîâåæäàíå íà ñòðåñ òåñò ïðè àíàëèç íà óñòîé÷èâîñòòà íà ôèíàíñîâàòà ñèñòåìà è íà ïóáëè÷íèòå ôèíàíñè. Ïðîñëåäÿâà ñå òÿõíîòî çàðàæäàíå â íà÷àëîòî íà 90-òå ãîäèíè íà ÕÕ âåê, ïúðâîíà÷àëíî íàñî÷åíè êúì íàäçîðà âúðõó ôèíàíñîâèòå èíñòèòóöèè, à âïîñëåäñòâèå ... Íàñòîÿùàòà ñòóäèÿ èçñëåäâà òåîðåòè÷íîòî ðàçâèòèå íà ìåòîäèòå, ìîäåëèòå è èíñòðó-ìåíòèòå çà ïðîâåæäàíå íà ñòðåñ òåñò ïðè àíàëèç íà óñòîé÷èâîñòòà íà ôèíàíñîâàòà ñèñòåìà è íà ïóáëè÷íèòå ôèíàíñè. Ïðîñëåäÿâà ñå òÿõíîòî çàðàæäàíå â íà÷àëîòî íà 90-òå ãîäèíè íà ÕÕ âåê, ïúðâîíà÷àëíî íàñî÷åíè êúì íàäçîðà âúðõó ôèíàíñîâèòå èíñòèòóöèè, à âïîñëåäñòâèå ðàçâèëè ñå êúì àíàëèç óñòîé÷èâîñòòà íà ïóáëè÷íèòå ôèíàíñè – ïóáëè÷íèÿò äúëã è áþäæåòíèÿò áàëàíñ. Äåòàéëíî âíèìàíèå å îáúðíàòî íà ïîäõîäà íà ÅÑ çà àíàëèç ñúñòîÿíèåòî íà äúðæàâíèÿ áþäæåò, êàòî å îòêðîåí ìîäåëúò çà îöåíêà íà ò.íàð. öèêëè÷íî èçãëàäåí áþäæåòåí áàëàíñ (CABB). Ïðåäñòàâåí å è àëòåðíàòèâåí ìî-äåë çà íåãîâàòà îöåíêà, à èìåííî äèíàìè÷åí ìîäåë íà îáùî ðàâíîâåñèå (DSGE), êàòî å íàïðàâåíî ñðàâíåíèå ìåæäó ðåçóëòàòèòå íà äâàòà ìîäåëà è ñà ðàçãëåäàíè òåõíèòå ïî-ëîæèòåëíè è îòðèöàòåëíè ñòðàíè. Ñðàâíåíèåòî ïîêàçâà, ÷å ìîäåëúò íà ÅÊ èìà çíà÷èòåëíî ïðîöèêëè÷íî âúçäåéñòâèå âúðõó áþäæåòíèòå öåëè ñïðÿìî ðåçóëòàòèòå îò DSGE ìîäåëà, êîåòî ïîñòàâÿ âúïðîñúò, äàëè ñòàáèëèöèðàùèÿò åôåêò íà ôèñêàëíàòà ðàìêà íà ÅÑ å ïðèãîäåí çà ïðåäèçâèêàòåëñòâàòà íà åäíà äúëáîêà è ïðîäúëæèòåëíà êðèçà.