Ãîäèøåí àëìàíàõ "Íàó÷íè èçñëåäâàíèÿ íà äîêòîðàíòè"

Îùå ñòàòèè îò òîçè áðîé

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  ÊÎÍÖÅÏÒÓÀËÍÀ ÐÀÌÊÀ ÇÀ ÄÈÃÈÒÀËÍÀ ÒÐÀÍÑÔÎÐÌÀÖÈß ÍÀ ÈÊÎÍÎÌÈÊÀÒÀ

  Äíåøíàòà öèôðîâà åðà èçèñêâà ïðèäîáèâàíåòî íà ñúâðåìåííè çíàíèÿ è óìåíèÿ, ïîçâîëÿâàùè íà ãðàæäàíèòå äîñòúïíî èçïîëçâàíå íà àêòóàëíè òåõíîëîãèè. Ïîñòîÿííîòî ðàçâèòèå íà òåõíîëîãèèòå óâåëè÷àâà òúðñåíåòî íà óñúâúðøåíñòâàíè ïîäõîäè çà îáðàçîâàíèå. Ñòðåìåæúò êúì ðàçðàáîòâàíå íà àäåêâàòíè ìîäåëè çà ó÷åíå ïðåç öåëèÿ æèâîò ùå ïðåäîñòàâè âúçìîæíîñò íà ... Äíåøíàòà öèôðîâà åðà èçèñêâà ïðèäîáèâàíåòî íà ñúâðåìåííè çíàíèÿ è óìåíèÿ, ïîçâîëÿâàùè íà ãðàæäàíèòå äîñòúïíî èçïîëçâàíå íà àêòóàëíè òåõíîëîãèè. Ïîñòîÿííîòî ðàçâèòèå íà òåõíîëîãèèòå óâåëè÷àâà òúðñåíåòî íà óñúâúðøåíñòâàíè ïîäõîäè çà îáðàçîâàíèå. Ñòðåìåæúò êúì ðàçðàáîòâàíå íà àäåêâàòíè ìîäåëè çà ó÷åíå ïðåç öåëèÿ æèâîò ùå ïðåäîñòàâè âúçìîæíîñò íà õîðàòà îò âñè÷êè âúçðàñòè ïðèäîáèâàíåòî íà óìåíèÿ, íåîáõîäèìè çà ðàçáèðàíå è ðàáîòà â íàñòîÿùèòå óñëîâèÿ. Ìàñîâîòî íàâëèçàíå íà öèôðîâè òåõíîëîãèè å õàðàêòåðíî çà âñè÷êè ñåêòîðè íà èêîíîìèêàòà. Áúðçîòî ðàçâèòèå íà öèôðîâèòå èíîâàöèè ñà âúçìîæíîñò å èêîíîìè÷åñêè ðàñòåæ.

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  ÇÀ ÍÀÏÐÅÄÚÊÀ ÍÀ ÁÚËÃÀÐÈß ÏÎ ÃËÎÁÀËÍÈÒÅ ÖÅËÈ ÇÀ ÓÑÒÎÉ×ÈÂÎ ÐÀÇÂÈÒÈÅ

  Óñòîé÷èâîòî ðàçâèòèå, ðàçáèðàíî êàòî íà÷èíà íà ðåàêöèÿ íà ïîòðåáíîñòèòå íà ñåãàøíèòå ïîêîëåíèÿ, áåç äà ñå îãðàíè÷àâàò âúçìîæíîñòèòå çà çàäîâîëÿâàíå ïîòðåáíîñòèòå íà áúäåùèòå ïîêîëåíèÿ, ïðåäñòàâëÿâà áàëàíñèðàíî âçàèìîäåéñòâèå ìåæäó êîìïîíåíòèòå îáêðúæàâàùà ñðåäà, ñîöèàëíà ñïðàâåäëèâîñò è îòãîâîðíîñò è çåëåíà èêîíîìèêà.  íàñòîÿùàòà ñòàòèÿ ñå ... Óñòîé÷èâîòî ðàçâèòèå, ðàçáèðàíî êàòî íà÷èíà íà ðåàêöèÿ íà ïîòðåáíîñòèòå íà ñåãàøíèòå ïîêîëåíèÿ, áåç äà ñå îãðàíè÷àâàò âúçìîæíîñòèòå çà çàäîâîëÿâàíå ïîòðåáíîñòèòå íà áúäåùèòå ïîêîëåíèÿ, ïðåäñòàâëÿâà áàëàíñèðàíî âçàèìîäåéñòâèå ìåæäó êîìïîíåíòèòå îáêðúæàâàùà ñðåäà, ñîöèàëíà ñïðàâåäëèâîñò è îòãîâîðíîñò è çåëåíà èêîíîìèêà.  íàñòîÿùàòà ñòàòèÿ ñå îöåíÿâà íàïðåäúêúò íà Áúëãàðèÿ ïðè èçïúëíåíèåòî íà ãëîáàëíèòå öåëè çà óñòîé÷èâî ðàçâèòèå (ÖÓÐ). Àíàëèçèðàò ñå êëþ÷îâè ôàêòîðè è äîêóìåíòè, îêàçâàùè âúçäåéñòâèå âúðõó èçïúëíåíèåòî. Ìàðêèðàò ñå èíèöèàòèâè è ðåøåíèÿ, ñ ïîòåíöèàë äà óñêîðÿò ðàçâèòèåòî íà ïðîöåñà.

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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.