ПОНОМАРЕНКО Елена Васильевна

The article compares the experience of implementing innovative systems based on technology transfer system in the Russian Federation and the French Republic through assessing macro- and meso-factors of their implementation. Research works, analytical reports, and expert opinions of Russian and foreign scientists, the best international practices of innovation, with the highlighting of strengths and weaknesses, served as the study’s theoretical basis. The authors used an interdisciplinary approach of institutional economic theory, combining legal, financial, sociological, and historical research methods and comparative country analysis to fulfill the research goals. Comparative analysis and proposals to improve the mechanisms and practices of innovation implementation in the Russian Federation based on updating the system of qualified intermediary structures may enhance the quality of innovative socio-economic research projects, programs, and services, the growth of innovation potential of Russia, strengthening its technological sovereignty. The article continues a series of studies on this topic published by the "Gosudarstvennaya sluzhba"journal in 2019-2021.

The article examines the improvements of the modern system of technology transfer for innovations in Russia over the past two decades with the use of French experience in this area. The authors identify the place of skilled intermediary institutions, which play a principal role in “forcing cooperation” between universities, research structures, and the business community to implement innovations at the national and regional levels. The article analyzes the reform of development institutions in Russia whose activities have been found unsatisfactory, as well as new forms of promotion of world-class research and educational centers (RECs) in the regions of Russia, youth laboratories, and other elements of infrastructure to mediate the transfer of knowledge and technology and to promote innovations in Russia.

There is a fierce competitive fight for innovation and talent all over the world. As we know, talented and competent personnel appear in higher education and scientific research. Now, the country’s competitiveness depends both on its ability to realize the innovative potential, and on the ability to respond to global challenges - environmental, social, epidemiological, etc. In this regard, the experience of France, associated with its ambitious goals, to take a leading position in the field of R&D, to update the formation mechanism within the country and attract talented researchers, to strengthen research potential, to develop institutional forms of support for innovation and to attract public and private investment, looks quite interesting. The most important thing for us is a specific toolkit for resolving the contradictions of accumulated problems in French society to develop the processes of research and innovation as a whole. At present, serious discussions are underway on the government’s draft Law on the long-term programming of scientific research, and in this article, we present the results of these disputes.

Making a comparative analysis of the reforms of higher education and science in France and in Russia in recent years,we came to the conclusion that with the obvious progress of reforms in France in a number of areas, the link between educationand science, the introduction of their innovative results into practice, is much more successful. This is carried out within theframework of cluster policy, the development of competitiveness poles, technopolises. They became the basis for promoting a neweconomic development model based on the knowledge economy at the beginning of the 2000s. The new impetus to the rapiddevelopment of clusters in European countries was given by digitalization processes that penetrated into all areas of activity -scientific research, education, commercialization of ideas, production of new products. The close connection of science (university,academic), education (higher education institutions, their laboratories) and the development of territories (primarily cities) with thehelp of digital technologies becomes a commonplace, an engine of social progress. The growth points that appeared in differentregions, expanding as part of projects, were the successful result of a focused policy of supporting innovation, a way out of theeconomies of a number of European countries from permanent crises of the late 1990s, 2008-2009 years.

Modern technologies create new opportunities for higher education and lifelong learning. Electronic technologies are changing its character: institutions of higher education all over the world are forced to respond to the growing demand for online education in a distance format (both at the level of basic and additional programs). Online universities are emerging in the world; their model is recognized as one of the five promising Russian education export projects. In Russia, online education has been developing rapidly since 2013. The government of the Russian Federation has adopted a number of projects aimed at improving it, especially in higher education. Thus, since 2017, there is a project ‘Development of the export potential of the Russian education system', which aims to export Russian educational programs to the international market (including in digital format). The authors studied the information base of Russian universities that implement online education in foreign languages, developed criteria for assessing the created products, their success, as well as the main strategies for promoting online courses in foreign languages with the help of infrastructure, regulatory, information, organizational and marketing tools. The paper compares the international experience in the development of MOOCs, the infrastructure of their promotion, and the Russian practice of creating online courses (programs) in foreign languages. Another task was to develop a strategy to promote Russian MOOCs. Finally, on the basis of the original model, the relationship between online programs and the University rating is traced. This study continues the discussion on higher education reforms and opportunities for its export.

The article analyzes and evaluates the tools for increasing the competitiveness of European universities on the basis of the ‘Initiatives of University Excellence (IDEX)' strategies implemented in the course of higher education and science reforms. At the same time, the main question of the research - why, in some countries, the reforms that began in the early 2000s, have been successful and continue to develop successfully, while in others their performance is significantly lower - presents both theoretical and practical interest. Why do some countries, assessing the medium-term and long-term prospects for reforms, continue their policy of increasing the competitiveness of science and university education, promote new ‘excellence initiatives', improving tools, tightening demands and assessing the efficiency of the results achieved, and other countries, with significant resources and efforts, have much more modest results? Our joint research is devoted to these questions and it's related to the evaluation of the efficiency of both the reforms altogether and of each of their tools individually.

The article is devoted to topical issues of e-education development in Russia and in the world. The author analyzes the state of online education in the sphere of higher education, as well as the prospects of export of services on the basis of MOOCs (Massive Open Online Courses) developed by Russian universities in foreign languages. The paper presents current data on key indicators of the online education market in Russia and in the foreign countries. In our country, it is planned to increase the number of students in online courses to 11 million people and develop at least 4,000 online courses by 2025. To achieve these indicators in 2017-2018 IPACS RANEPA is implementing a joint project with the Ministry of Higher Education to promote Russian online courses in foreign languages to the international educational market. To implement this project, a consolidated database of existing programs in the distance format in foreign languages in higher education institutions of Russia was created. The next task of the project was to identify the most promising programs worthy of promotion on the world market, their qualitative and quantitative analysis. To do this, it is necessary to study the best foreign and domestic experience in creating online programs, to explore new ‘products' of the educational market. The basis of the project was the creation of an infrastructure for the promotion and transfer of information on courses selected in the previous stages in foreign languages developed at Russian universities.

The era of innovation has affected all spheres of human activity, even seemingly the most traditional and conservative. There is also a constant process of searching for new forms and methods of transfer and assimilation of knowledge in education. A special place among the forms of innovation in higher education takes the development and implementation of new models of University. In this area we have a whole spectrum of views - from the theoretical models of the «knowledge economy» developed in the last decades in the US, EU, Russia, and the models of the new university, presented in the works of French and Russian researchers, to the denial of the serious changes of the traditional university. French and Russian research in this area can be considered as the most extensive, well-founded and practice-oriented. Among the promising practical models of development for the University there is the cluster approach to the University as an educational research center and promoter of regional development implemented in the University of the Côte D'azur.

The article is devoted to the study of the results of modern education and science reforms in Russia and France. The authors carry out a comparative analysis on a number of criteria: the overall quantitative characterization of the higher education systems of the two countries, the main goals and objectives enshrined in the regulatory framework of reforms, key mechanisms for implementing the declared reform priorities, and medium-term results over the past five years. The analysis allows to draw conclusions that in a number of directions the results of reforms in countries are very close. Thus, France and Russia show similar indicators in terms of quantitative characteristics: in two countries there is a comparable number of both universities and students, including foreign ones (France takes the third place in the world in number of foreign students, Russia - the fourth). Moreover, this indicator is one of the key criteria in the state programs for the development of education in Russia and in France. Unfortunately, Russia is still inferior to France in terms of qualitative indicators. The French system of higher education is now considered as one of the highest quality, which is confirmed by its consistently high position in international rankings. The «pain points» of Russian universities have been studied, the systematic work is being done with them, and the state sets rather ambitious goals for higher education in the first hundred world universities in global and subject ratings. Many aspects of the interaction of the state and universities in France, as well as the interim results of the reforms conducted there, are considered by the authors to be studied

The article presents a theory of world economic crisis cycles, their history and classification, and gives an account of key points in the theories of J. Kitchin, C. Juglar, S. Kuznets, N. Kondratiev, F. Braudel. A classification of internal and external cycle factors is presented. Crisis prevention measures attempted by prominent economists of the 19^th and 20^th centuries are demonstrated.

В экономической теории, практике национальных и международных экономических институтов с заметным постоянством возобновляются споры о необходимой степени активности государства в экономике, его эффективных институтах, оптимальных размерах общественного сектора экономики. Особенную актуальность дискуссии придает острота момента - продолжающийся вглубь и вширь экономический кризис, переросший в глобальный финансовый.