Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÀÍÀËÈÇ ÍÀ ÀÂÒÎÌÎÁÈËÍÈÒÅ ÏÐÅÄÑÒÀÂÈÒÅËÑÒÂÀ Â ÁÚËÃÀÐÈß

  Ïàçàðúò ïðåäñòàâëÿâà ñúâêóïíîñò îò èêîíîìè÷åñêè îòíîøåíèÿ, íàáîð îò óñëîâèÿ, âúç îñíîâà íà êîèòî ïðîäàâà÷èòå è êóïóâà÷èòå íà äàäåíà ñòîêà èëè óñëóãà âëèçàò â êîíòàêò ïîìåæäó ñè, êàòî öåëòà èì å äà êóïÿò èëè ïðîäàäàò äàäåíèÿ ïðîäóêò èëè óñëóãà. Àâòîìîáèëíèÿò ïàçàð ïðåäñòàâëÿâà åäíà äèíàìè÷íà è ðàçâèâàùà ñå ñèñòåìà. Êúì äíåøíà äàòà Áúëãàðèÿ ... Ïàçàðúò ïðåäñòàâëÿâà ñúâêóïíîñò îò èêîíîìè÷åñêè îòíîøåíèÿ, íàáîð îò óñëîâèÿ, âúç îñíîâà íà êîèòî ïðîäàâà÷èòå è êóïóâà÷èòå íà äàäåíà ñòîêà èëè óñëóãà âëèçàò â êîíòàêò ïîìåæäó ñè, êàòî öåëòà èì å äà êóïÿò èëè ïðîäàäàò äàäåíèÿ ïðîäóêò èëè óñëóãà. Àâòîìîáèëíèÿò ïàçàð ïðåäñòàâëÿâà åäíà äèíàìè÷íà è ðàçâèâàùà ñå ñèñòåìà. Êúì äíåøíà äàòà Áúëãàðèÿ ðàçïîëàãà ñ åäèí îò íàé-âèñîêî àìîðòèçèðàíèòå ïàðêîâå çà àâòîìîáèëè â öÿëà Åâðîïà. Áúëãàðèÿ íå å ïðîèçâîäèòåë íà ëåêè àâòîìîáèëè, íåéíèÿò ïàðê ñå ïîïúëâà îò âíîñ. Àâòîìîáèëíèòå êîìïàíèè â ñòðàíàòà íè ñà ðàçïîëîæåíè âúâ âñè÷êè ðåãèîíè, à ôîêóñúò å â Þæíà Áúëãàðèÿ. Êîíêóðåíòíîòî ïîçèöèîíèðàíå íà ôèðìèòå å èíäèêàòîð çà òåõíèÿ óñïåõ â áîðáàòà çà îãðàíè÷åíè ðåñóðñè è çà ïðîìåíèòå, êîèòî ðúêîâîäñòâîòî òðÿáâà äà âúâåäå, çà äà ñå èçïðàâè ñðåùó êîíêóðåíòè, êîèòî ïðèëàãàò âñè÷êè âúçìîæíè èíñòðóìåíòè çà ãåíåðèðàíå íà áîãàòñòâî è ïðèõîäè îò èíäóñòðèÿòà.

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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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  ÑÒÐÀÒÅÃÈ×ÅÑÊÀÒÀ ÐÀÌÊÀ ÍÀ ÎÁÐÀÇÎÂÀÒÅËÍÀÒÀ ÑÈÑÒÅÌÀ – ÏÐÎÁËÅÌÍÈ ÎÁËÀÑÒÈ È ÂÚÇÌÎÆÍÈ ÏÎÇÈÒÈÂÍÈ ÅÔÅÊÒÈ ÇÀ ÎÑÍÎÂÍÈÒÅ Ó×ÀÑÒÍÈÖÈ

   ñúâðåìåííèòå óñëîâèÿ íà ãëîáàëèçàöèÿ, äèíàìè÷íè ïðîìåíè è èêîíîìèêà, áàçèðàíà íà çíàíèåòî, îáðàçîâàíèåòî å îñíîâîïîëàãàù ôàêòîð çà èçãðàæäàíå íà ëè÷íîñòè ñ ÿñíî çàÿâåíè ãðàæäàíñêè ïîçèöèè è êîíêóðåíòíè ïðåäèìñòâà íà ïàçàðà íà òðóäà, êúäåòî êà÷åñòâîòî èìà âñå ïî-ãîëÿìî çíà÷åíèå.  ñòàòèÿòà ñà ðàçãëåäàíè îñíîâíèòå äåéíîñòè íà ìèíèñòåðñòâîòî, ...  ñúâðåìåííèòå óñëîâèÿ íà ãëîáàëèçàöèÿ, äèíàìè÷íè ïðîìåíè è èêîíîìèêà, áàçèðàíà íà çíàíèåòî, îáðàçîâàíèåòî å îñíîâîïîëàãàù ôàêòîð çà èçãðàæäàíå íà ëè÷íîñòè ñ ÿñíî çàÿâåíè ãðàæäàíñêè ïîçèöèè è êîíêóðåíòíè ïðåäèìñòâà íà ïàçàðà íà òðóäà, êúäåòî êà÷åñòâîòî èìà âñå ïî-ãîëÿìî çíà÷åíèå.  ñòàòèÿòà ñà ðàçãëåäàíè îñíîâíèòå äåéíîñòè íà ìèíèñòåðñòâîòî, ñâúðçàíè ñúñ ñúçäàâàíå íà íîâ îáðàçîâàòåëåí ìîäåë, ôîêóñèðàí âúðõó îáðàçîâàòåëíèòå ïîòðåáíîñòè íà îòäåëíàòà ëè÷íîñò è îñèãóðÿâàíå íà êà÷åñòâåíî îáðàçîâàíèå, êîåòî äà ãàðàíòèðà áúäåùà ïðîôåñèîíàëíà ðåàëèçàöèÿ. Àêöåíòèðà ñå âúðõó ñú÷åòàâàíåòî íà òðàäèöèîííèòå ïîõâàòè ñ àäàïòèðàùè ñå êúì ïðîìÿíàòà ïîäõîäè è èíñòðóìåíòè, èçìåñòâàéêè ôîêóñà îò öåíòðàëèçèðàíà êúì äåöåíòðàëèçèðàíà îáðà-çîâàòåëíà ïîëèòèêà, êîÿòî äà äàäå âúçìîæíîñò íà âñåêè äà ó÷àñòâà â îáðàçîâàòåëíèÿ ïðîöåñ è äà ïðèäîáèå ëè÷íîñòíè è ïðîôåñèîíàëíè êîìïåòåíöèè, íåîáõîäèìè çà óñïåøíàòà ðåàëèçàöèÿ. Èçÿñíÿâàò ñå ïðèîðèòåòíèòå îáëàñòè, çàëîæåíè â Ñòðàòåãè÷åñêàòà ðàìêà çà ðàçâèòèå íà îáðàçîâàíèåòî, îáó÷åíèåòî è ó÷åíåòî â Ðåïóáëèêà Áúëãàðèÿ ïðåç ñëåäâàùèòå äåñåò ãîäèíè.