Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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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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  ÏÎÒÐÅÁÍÎÑÒ ÎÒ ÏÐÎÌÅÍÈ Â ÄÀÍÚ×ÍÀÒÀ ÏÎËÈÒÈÊÀ ÍÀ ÁÚËÃÀÐÈß

  Íàñòîÿùîòî èçñëåäâàíå àíàëèçèðà èêîíîìè÷åñêàòà è ôèñêàëíàòà ïîëèòèêà íà äúðæàâàòà êàòî èíñòðóìåíò çà îïðåäåëÿíå íà ìàêðîèêîíîìè÷åñêèòå ïðîïîðöèè. Îáñëåäâàò ñå ðåôîðìèòå â äàíú÷íàòà ñèñòåìà è ôóíêöèÿòà èì çà íàñúð÷àâàíåòî íà ÷óæäåñòðàííèòå èíâåñòèöèè, èêîíîìè÷åñêèÿ ðàñòåæ è çàåòîñòòà â Áúëãàðèÿ. Àêöåíòèðà ñå âúðõó íåîáõîäèìèòå ïðîìåíè, êîèòî äà ... Íàñòîÿùîòî èçñëåäâàíå àíàëèçèðà èêîíîìè÷åñêàòà è ôèñêàëíàòà ïîëèòèêà íà äúðæàâàòà êàòî èíñòðóìåíò çà îïðåäåëÿíå íà ìàêðîèêîíîìè÷åñêèòå ïðîïîðöèè. Îáñëåäâàò ñå ðåôîðìèòå â äàíú÷íàòà ñèñòåìà è ôóíêöèÿòà èì çà íàñúð÷àâàíåòî íà ÷óæäåñòðàííèòå èíâåñòèöèè, èêîíîìè÷åñêèÿ ðàñòåæ è çàåòîñòòà â Áúëãàðèÿ. Àêöåíòèðà ñå âúðõó íåîáõîäèìèòå ïðîìåíè, êîèòî äà ïîâèøàò áëàãîñúñòîÿíèåòî íà îáùåñòâîòî è ñïðàâåäëèâîòî ïðåðàçïðåäåëåíèå íà áëàãàòà.

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  ÏÎÑÒÚÏËÅÍÈßÒÀ ÎÒ ÄÀÍÚ×ÍÈ ÏÐÈÕÎÄÈ Â ÁÚËÃÀÐÈß Â ÊÎÍÒÅÊÑÒÀ ÍÀ ÏÀÍÄÅÌÈßÒÀ ÊÎÂÈÄ-19

  Ïàíäåìèÿòà Êîâèä-19 ïîâëèÿ ñâåòîâíàòà èêîíîìèêà è íå îñòàâè èçîëèðàíà íèòî åäíà ñòðàíà. Ðîëÿòà íà äúðæàâàòà è ïóáëè÷íèÿ ñåêòîð â óñëîâèÿòà íà ïîäîáíè èçâúíðåäíè îáñòîÿòåëñòâà (âîéíè, ïàíäåìèè, áåäñòâèÿ) ñå ïðåäîïðåäåëÿ îò èêîíîìè÷åñêèòå é ôóíêöèè, è â÷àñòíîñò – çàïàçâàíå ñòîïàíñêàòà àêòèâíîñò íà ñòàáèëíî íèâî, êîÿòî ñå ïîòâúðæäàâà â èñòîðè÷åñêè ... Ïàíäåìèÿòà Êîâèä-19 ïîâëèÿ ñâåòîâíàòà èêîíîìèêà è íå îñòàâè èçîëèðàíà íèòî åäíà ñòðàíà. Ðîëÿòà íà äúðæàâàòà è ïóáëè÷íèÿ ñåêòîð â óñëîâèÿòà íà ïîäîáíè èçâúíðåäíè îáñòîÿòåëñòâà (âîéíè, ïàíäåìèè, áåäñòâèÿ) ñå ïðåäîïðåäåëÿ îò èêîíîìè÷åñêèòå é ôóíêöèè, è â÷àñòíîñò – çàïàçâàíå ñòîïàíñêàòà àêòèâíîñò íà ñòàáèëíî íèâî, êîÿòî ñå ïîòâúðæäàâà â èñòîðè÷åñêè ïëàí. Çà äà ðåàëèçèðà òàçè ñè ôóíêöèÿ, å íåîáõîäèì ôèíàíñîâ ðåñóðñ, îñíîâåí èçòî÷íèê çà íàáàâÿíåòî íà êîéòî ñà ôèñêàëíèòå ïîñòúïëåíèÿ îò äàíúöè. Îñíîâíà öåë íà ðàçðàáîòêàòà å èçñëåäâàíåòî íà ïîñòúïëåíèÿòà îò äàíú÷íè ïðèõîäè â óñëîâèÿòà íà èêîíîìè÷åñêî ñúòðåñåíèå, ïîðîäåíî îò ïàíäåìèÿòà Êîâèä-19 â Áúëãàðèÿ, è êàòî ðåçóëòàò îò àíàëèçà ñå ðàçêðèâàò: äâóïîñî÷íàòà âðúçêà ìåæäó èêîíîìè÷åñêàòà àêòèâíîñò è ïîñòúïëåíèÿòà îò äàíú÷íè ïðèõîäè, íàé-çíà÷èìèòå êîìïîíåíòè â ñòðóêòóðàòà èì, è ïîñîêàòà íà âúçäåéñòâèå, â ðåçóëòàò îò ïàíäåìèÿòà Êîâèä-19. Ïîò-âúðæäàâà ñå è ñúîòâåòñòâèåòî ìåæäó òåõíèÿ îáåì è õîäà íà èêîíîìè÷åñêèÿ öèêúë â ñòðàíàòà.