THE ECONOMY AND PLANNING OF EDUCATION
SYSTEMS IN THE INTENSELY EXTENDED
REPRODUCTION OF THE NATIONAL ECONOMY
Report of the
Second International Conference of
Educational Economists
of Socialist Countries
German Democratic Republic
Berlin, 22-25 March 1988
by
Professor Dr Klaus Korn
The opinions expressed in this document are those of the author
and do not not necessarily represent the views or policies of Unesco.
Les idées exprimées dans ce document sont celles de l'auteur
et ne reflètent pas nécessairement celles de l'Unesco.
Contents
I
Background/Historique
1
II
T h e subject and m a i n topics of the Conference/
Objet et principaux thèmes de la Conférence
3
III
Selected main topics of the Conference
6
1. Education and the n e w economic growth in Socialist countries
6
2. Current problems in the planning and m a n a g e m e n t of education
systems in Socialist countries
8
3. Correlations between the performance of education systems and the
reproduction of working faculties in Socialist countries
10
4. T h e reproduction of economic conditions for education systems
in Socialist countries
12
5. Determining efficiency of education systems
13
IV
Conclusions
15
V
Summary
16
Annex I:
Members of official delegations
18
Annex II:
Programme
21
I. Background/Historique
At the 11th meeting of heads of central pedagogical
research institutions in socialist countries, which
took place in Bratislava (Czechoslovakia) in 1985,
the A c a d e m y of Pedagogical Sciences of the G e r m a n
Democratic Republic w a s given the task of
organizing the second international conference on
problems of the efficiency of education systems
under socialism. A first conference on problems of
the socio-economic efficiency
of intermediate
education with international participation had taken
place at Burgas, Bulgaria, in 1984. T h e Second
Conference o n ' T h e E c o n o m y and Planning of
Educational Systems in the Intensely Extended
Reproduction of the National E c o n o m y ' , took place
at Berlin/Garzau from 22 to 25 M a r c h 1988. T h e
Institute for the E c o n o m y and Planning of National
Education (IÖP) of the A c a d e m y of Pedagogical
Sciences of the G e r m a n Democratic Republic 1 was
responsible for the organization of the Conference.
The Institute organized the Conference in c o operation with the Central Institute for Higher
Education ( Z H B ) , Central Institute for Vocational
Training (ZIB) and Institute for Technical Education
(IfF) of the G e r m a n Democratic Republic. Eleven
official delegations from six countries and including
over fifty scientists took part in the conference:
Bulgaria, Hungary, G e r m a n Democratic Republic,
Poland, Union of Soviet Socialist Republics and
Czechoslovakia. Scientific institutes from Viet N a m ,
the Democratic People's Republic of Korea, Cuba,
the Lao People's Democratic Republic and Mongolia
sent official participants. M a n y G e r m a n Democratic
Republic scientists also took part.
The character of the Conference was that of a
meeting of specialists. Scientists had been invited to
participate w h o are predominantly working in the
field of economics and planning of education
systems at institutes, academies, colleges and
universities in Socialist countries.
The Conference provided a survey of the present
situation of scientific work dealing with the
economy and planning of education systems in
Socialist countries. This survey on research work
also reflected current problems. T h e Conference
brought out clearly those general and specific facts
which characterize the interrelationship between
society, the economy and education in Socialist
countries today. T h e Conference confirmed Prof
Korn's thesis that at present, educational economists
in Socialist countries are faced with n e w tasks of
the same type. T h e Conference also confirmed the
view expressed in the main report, saying that it is
necessary
to take into account the specific
conditions and factors in the actual development of
several
countries
concerning
the relationship
between the economy and education and in the
education system itself, conditions and factors
which are often hidden behind general categories
and definitions of the same wording. This fact
should not be underestimated. It became also clear
that the science of educational economics in
Socialist countries and its international co-operation
are faced with n e w conditions and demands and
are just entering a new stage. T h e Conference
elaborated the main fields of this n e w stage.
Further, the Conference also showed n e w
demands on the integration of theory and practice.
The responsibility of research workers for the
actual development of the society was pointed out
in all the papers, invited and others. Science
becomes increasingly important as a basis for
political decision-making,
a precondition for
planning and management, for the implementation of
education systems in practice and their relations
with the economy and society.
At the same time, however, as m a n y pointed out,
the development of 'educational economics' as a
science has reached a stage where the general
demand for further elaborating the theoretical basic
lines, methodology and methods of this discipline is
increasingly urgent. T h e review of the development
2
of the young discipline of educational economy in
the last twenty-five years, described in the main
report, the analysis of its correlations to political
economy,
economic sciences,
sociology
and
pedagogical sciences in particular demonstrates
important developments in theory and a great
demand for further elaborating essential basic
theoretical problems and methodical procedures of
educational economy. This is also shown in
connection with several terminological problems and
difficulties, especially evident in the discussion
covering categories of considerable interest such as
the 'efficiency' of cultural-social processes, the
term of 'performance', 'educational process' and so
on.
T h e discussion also pointed out the need of
continuing advanced theoretical work, and, very
important, the participants resolved to increase
international co-operation in this field of scientific
work in particular.
T h e main topics of further international cooperation by educational economists of Socialist
countries have been agreed upon. They will be
taken into account w h e n the long-term planning of
scientific work in Socialist countries is m a d e . In
addition, the conference m a y provide an impetus to
continuing successful international co-operation in
the field of the economy and planning of education
systems within the framework of Unesco activities.
* * *
Lors de la onzième réunion des directeurs des
instituts centraux de recherche pédagogique des
pays socialistes, tenue à Bratislava (Tchécoslovaquie)
en 1985, l'Académie des sciences pédagogiques de la
République démocratique allemande a été chargée
d'organiser la deuxième conférence internationale
sur les problèmes relatifs au rendement des systèmes
éducatifs en régime socialiste. U n e première
conférence à participation internationale sur les
problèmes du rendement socio-économique de
l'enseignement secondaire s'était tenue à Burgas
(Bulgarie) en 1984. L a deuxième conférence sur
"l'économie et
la planification des
systèmes
éducatifs dans la reproduction intensément élargie
de
l'économie
nationale"
s'est
tenue
à
Berlin/Garzau du 22 au 25 mars 1988. L'Institut
d'économie et de planification de l'éducation
nationale (IOP) de l'Académie des sciences pédagogiques de la République démocratique allemande2 a
été chargé de l'organisation de la Conférence, en
coopération avec l'Institut central de l'enseignement
supérieur ( Z H B ) , l'Institut central de la formation
professionnelle (ZIP) et l'Institut de l'enseignement
technique (IF) de la République démocratique
allemande. Ont participé à la Conférence onze
délégations officielles
comptant plus de 50
spécialistes de six pays : Bulgarie, Hongrie,
République démocratique allemande, Pologne, Union
des
républiques
socialistes
soviétiques
et
Tchécoslovaquie. Des instituts scientifiques du
Vietnam, de la République populaire démocratique de
Corée, de Cuba, de la République démocratique
populaire lao et de la Mongolie ont envoyé des
participants à la Conférence à titre officiel. D e
nombreux
scientifiques
de
la
République
démocratique allemande y ont également participé.
Cette conférence avait le caractère d'une réunion
de spécialistes. Les scientifiques qui y ont été
invités travaillent essentiellement dans le domaine
de l'économie et de la planification de systèmes
éducatifs au sein d'instituts, d'académies, de
collèges et d'universités de pays socialistes.
La Conférence a fait le point des travaux
scientifiques sur l'économie et la planification de
systèmes éducatifs réalisés dans les pays socialistes.
C e bilan a aussi mis en évidence les problèmes
actuels. L a Conférence a fait clairement ressortir
les aspects généraux et particuliers qui caractérisent
la relation existant aujourd'hui entre la société,
l'économie et l'éducation dans les pays socialistes.
Elle a confirmé la thèse du Professeur Korn, à
savoir qu'à l'heure actuelle les spécialistes de
l'économie de l'éducation des pays socialistes se
trouvent confrontés à des tâches nouvelles de même
type. L a Conférence a également confirmé le point
de vue exprimé dans le rapport principal à savoir
qu'il importe de tenir compte des conditions et
facteurs spécifiques du développement effectif de
plusieurs pays, pour ce qui concerne la relation
entre l'économie et l'éducation, ainsi que du système
éducatif lui-même, conditions et facteurs qui se
dissimulent souvent derrière des catégories générales
et des définitions formulées dans les m ê m e s termes.
C e fait ne doit pas être sous-estimé. Il est apparu
aussi clairement que la science de l'économie de
l'éducation dans les
pays socialistes et
la
coopération internationale dans ce domaine se
trouvent confrontées à des situations et des
exigences nouvelles et entrent dans une nouvelle
phase. L a Conférence a précisé les principaux
aspects de cette nouvelle phase.
E n outre, la Conférence a également montré qu'il
devient impératif de relier la théorie et la pratique.
La
responsabilité
des
chercheurs
dans
le
développement effectif
de la société a été
soulignée dans toutes les communications sollicitées
ou non. L a science est de plus en plus importante
car c'est sur elle que repose la prise de position
politique ; elle est une condition préalable de la
planification et de la gestion, de la mise en pratique
des systèmes éducatifs et de leurs relations avec
l'économie et la société.
E n m ê m e temps, cependant, c o m m e l'ont souligné
nombre de participants, le développement de
l'économie de l'éducation en tant que science est
arrivé à un stade où il apparaît de plus en plus
urgent pour tout le m o n d e d'expliciter les
fondements théoriques, la méthodologie et les
méthodes
de cette discipline. L'examen
de
l'évolution suivie, au cours des 25 dernières années,
par la jeune discipline qu'est l'économie de
l'éducation, telle qu'elle est exposée dans le rapport
3
principal, l'analyse
de ses
corrélations
avec
l'économie politique, les sciences économiques, la
sociologie
et
les
sciences
pédagogiques
en
particulier, témoignent d'importantes évolutions de
la théorie et de la nécessité d'approfondir encore
les problèmes théoriques fondamentaux et les
méthodes de l'économie de l'éducation. Cela ressort
également de plusieurs problèmes et difficultés de
terminologie qui sont apparus, en particulier, au
cours du débat relatif à certaines catégories
présentant u n intérêt considérable, c o m m e la notion
de "rendement" des processus socio-culturels, le
terme de "performance", le "processus éducatif",
etc.
La discussion a également mis en évidence la
nécessité de poursuivre en permanence u n travail
théorique approfondi et, surtout, les participants ont
décidé de renforcer la coopération internationale
dans ce domaine particulier de la science.
U n accord s'est fait sur les principaux thèmes de
la coopération internationale future entre les
spécialistes de l'économie de l'éducation des pays
socialistes. Ces thèmes seront pris en compte dans
la
planification
à
long
terme
de l'activité
scientifique dans ces pays. E n outre, la Conférence
aura peut-être donné l'élan nécessaire à la poursuite
d'une coopération internationale fructueuse
et
durable en matière d'économie et de planification
des systèmes éducatifs dans le cadre des activités
de l'Unesco.
II.
The subject and main topics of
the Conference/Objet et
principaux thèmes
de la Conference
Prof D r Klaus K o r n gave the main working paper:
'Topical problems
and tasks of research
in
educational economy under the conditions of the
comprehensive
intensification
of
the
national
economy'. A t the beginning of the Conference,
representatives of all national delegations dealt
with analagous problems, with reference to present
developments in their respective countries (Doz D r
Milko Mitropolitzki, D r oec Irma Dobos Bereiné, D r
Nguyen Ngoc D u n g , Pedro Rodriguez Moltó, Prof D r
hábil Kazimierz Podoski/Doz D r Bohdan Piasecki,
D o z Ing Ladislav Barak, Prof D r sc oec E . N .
Shilzov, D o z D r C h . Duger). Prof Klaus K o r n said
that the present Conference had somewhat of a
jubilee character: it was about 25 years ago that
the first publication relating to basic problems of
educational economy was published in the G e r m a n
Democratic Republic. At the end of the 1950s and
at the beginning of the 1960s, research work in the
field of the economy and planning of the education
system began to develop into an independent
scientific discipline. T h e early 1960s saw the
beginning of intensive research work in the field of
educational economy in the Soviet Union and other
Socialist countries simultaneously. Based on political
economy
and a number
of disciplines from
economics, sociology and the pedagogical sciences,
educational economy was set up as a n e w discipline
of science. Lively and fruitful
bilateral and
multilateral
co-operation
between
educational
economists in the Soviet Union, Bulgaria, Poland
and
Hungary,
Czechoslovakia
and
German
Democratic Republic as well as on an international
scale developed at an early stage.
T h e national economies in capitalist countries
and the political economies of Socialism faced the
necessity, especially as regards research into the
theories of growth and of reproduction, to pay
particular attention to correlations between economy
and education, and between education systems and
national economic reproduction processes.
O n an international scale, this happened, last not
least, under
the pressure
of the
scientifictechnological revolution, which began in the 1950s,
and the respective n e w problems of economic
growth. T h e fact was pointed out in the main
report of the conference that the awareness of the
importance of education for economic growth, for
the competition between the social systems and for
the national liberation movements almost developed
as a 'phenomenon en vogue'. This was shown in a
number of international conferences organized at
that time. It was already in 1955, for example, that
the
18 th International Conference
on Public
Education,
organized
by
Unesco
and
the
International Bureau of Education (IBE), adopted
Recommendation N o . 40 containing advice for
educational financing research on an international
scale.
Based on the main discussion paper and the
invited papers, the Conference concentrated on six
major areas: correlations between the n e w processes
of socio-economic development in Socialist countries
and the education systems; present-day problems of
the planning and management of education systems
in Socialist countries; correlations between the
reproduction
of
education
systems
and
the
reproduction of working faculties; problems of the
reproduction and planning of economic conditions
for
educational
systems;
methodological and
methodical problems of the economics and planning
of education systems, and problems of evaluating
the efficiency of education systems; and problems
and tasks in connection with advanced research.
Within these areas, certain questions were given
special attention, in particular, present-day problems
of socio-economic development, and economic,
social, cultural and demographic developments in
Socialist countries and their importance for the
economy and planning of national school systems.
Specific topics of prime importance were the
analysis of correlations between the present-day
demands of the reproduction of social working
faculties and the planned proportional development
4
of the education system, and problems of further
improving
the planning
and management
of
education systems. This covers, for
example,
problems of determining the demands for education
and the planned development of the performance of
education systems, the creation of an educational
advance and the full use of results of education and
training in the process of social reproduction.
Correlations
between
the
development
of
demographic processes and the performance of
education systems attracted special interest.
The conference concentrated on the theoretical
and methodical problems of efficiency analysis, and
the evaluation of critria and procedures used to
determine and evaluate the efficiency of education
systems as well as correlations between the
development of the national income and its
distribution and the development of education
systems.
Considerable
importance
was attached
to
determining and analysing determinants and trends
of the reproduction of the economic conditions of
education systems, their material and technical
preconditions,
the
working
faculties
of
the
education system and its financing. T h e regional
management and planning of systems was a main
topic. This also covered present-day problems of
developing the economic and social infrastructures
in their correlation with the planned proportional
development of networks and profiles of educational
establishments. Finally, great attention was attached
to experiences and tasks in connection with the use
of modern technology of information processing in
the economics and planning of education systems,
the use of procedures and methods of modelling,
optimization, comparative analysis and empirical
research.
Specific panel discussions were held on four
topics.
The conceptual and methodical problems of a
comparative educational economics analysis of
the
development
of education systems in
Socialist countries and capitalist countries.
Current trends in the educational economics and
educational planning in capitalist countries.
Educational economics problems of demographic
developments.
Using modern information processing technology in
managing and planning education systems.
Four discussion groups were set around the invited
papers.
1. 'Problems of the planning and management of
educational systems'
Reader: Prof Werner Wolter
Topic: Starting points for the planning of
education and the efficiency of education.
2. ' T h e development of the performance of the
education system and the reproduction of social
working faculties'
Reader: Prof Günter Feierabend
Topic: Vocational education and the development
of social working faculties.
3. ' T h e reproduction of economic conditions for
education systems'
Reader: Prof Dieter Reuschel
Topic: T h e development of performance and
reproductive
processes
in
the
integrated
Socialist education system of the
German
Democratic Republic.
4. 'Methodological and methodical problems of
educational economy'
Reader: Prof D r Nikola Velkov
Topic: Terms used to determine the efficiency of
education
systems and methods
for
their
elaboration.
A protocol was agreed upon at the end of the
conference. Participants were unanimous on the
benefit of international co-operation implemented so
far. Successful international co-operation in the
field of educational economy research should be
continued and strengthened
focusing
on the
following main fields:
-
Research
work
covering
correlations
of
educational economy importance between the
development of education systems and the
processes of the comprehensive intensification
of
the
national
economy,
theoretical,
methodological and methodical problems of
further
developing
Socialist
educational
planning, taking regional planning into special
account;
-
Research
work
covering
the
correlations
between the development of the performance of
education systems and the reproduction of
social working faculties;
- Research work covering the reproduction of the
conditions and resources of the education
system in terms of personnel, materials and
finance,
their
planning
and
management,
including information-processing technology;
- Research into current developments of bourgeois
education economy and planning;
- Research in connection with the comparative
educational economy analysis of the development
of education systems in Socialist countries;
- Research into theoretical, methodological and
methodical problems of further developing
education economy as a scientific discipline.
The delegations proposed to continue the tradition
of such conferences, and to ask one country to
organize the next conference on the problems of
the economy and planning of the education system.
* * *
Le Professeur Klaus K o r n a distribué le principal
document de travail intitulé "Topical problems and
tasks of research in educational economy under the
conditions of the comprehensive intensification of
the national economy" (Problèmes d'actualité et
tâches de la recherche en économie de l'éducation
dans des conditions d'intensification globale de
l'économie nationale). A u début de la conférence,
les
représentants
de
toutes
les
délégations
5
nationales ont traité de problèmes analogues, se
référant aux situations de leurs pays respectifs (Doz
Dr Milko Mitropolitzki, D r H . C . Irma Dobos Bereiné,
Dr Nguyen Ngoc D u n g , Pedro Rodriguez Molto, Prof
Dr Kazimierz Podoski, D o z D r Bohdan Piasecki, D o z
Tng Ladislav Barak, Prof D r E . N . Shilzov, D o z D r
C h . Duger). L e Professeur Klaus K o r n a indiqué que
cette conférence était en quelque sorte une
conférence anniversaire dans la mesure où cela
faisait près de 25 ans que la première publication
sur les problèmes fondamentaux de l'économie de
l'éducation avait paru en République démocratique
allemande. C'est à la fin des années 50 et au début
des années 60, que l'on a c o m m e n c é à voir dans la
recherche sur l'économie et la planification du
système
éducatif
une
discipline
scientifique
indépendante. A u début des années 60 l'Union
soviétique et d'autres pays socialistes ont entrepris
simultanément des travaux de recherche intensifs en
matière d'économie de l'éducation. Fondée sur
l'économie politique et un certain nombre de
disciplines apparentées à l'économie, à la sociologie
et aux sciences pédagogiques, l'économie de
l'éducation s'est imposée c o m m e une nouvelle
discipline scientifique. Très
rapidement,
une
coopération bilatérale et multilatérale active et
féconde s'est instaurée entre les spécialistes de
l'économie de l'éducation d'Union soviétique, de
Bulgarie,
de
Pologne,
de
Hongrie,
de
Tchécoslovaquie et de la République Fédérale
Allemande, ainsi qu'à l'échelle internationale.
Les économies nationales des pays capitalistes
et les économies politiques des pays socialistes se
sont trouvées dans la nécessité, notamment pour
l'étude des théories de la croissance et de la
reproduction, d'accorder une attention spéciale aux
corrélations entre l'économie et l'éducation et entre
les
systèmes
éducatifs et
les
processus de
reproduction de l'économie nationale.
A l'échelle internationale, enfin, cela s'est
produit -il importe de le noter- sous la pression de
la
révolution
scientifique
et
technologique
commencée dans les années 50 et celle des
problèmes nouveaux posés par la croissance
économique. L e rapport principal de la Conférence
souligne que la prise de conscience de l'importance
de l'éducation pour la croissance économique, pour
la concurrence entre les systèmes sociaux et pour
les mouvements de libération nationale est presque
devenue u n "phénomène de m o d e " , c o m m e en
témoignent un certain nombre de conférences
internationales organisées à l'époque. Par exemple,
dès 1965, la 18e Conférence internationale de
l'instruction publique, organisée par l'Unesco,
adoptait une recommandation dans laquelle elle
préconisait la conduite de recherches en économie
de l'éducation à l'échelle internationale.
Sur la base du document de travail principal et
des communications demandées aux participants, la
Conférence a étudié en particuier six grands
thèmes : les corrélations entre les nouveaux
processus du développement socio-économique dans
les pays socialistes et les systèmes éducatifs ; les
problèmes actuels de planification et de gestion des
systèmes éducatifs dans les pays socialistes ; les
corrélations entre la reproduction des systèmes
éducatifs et la reproduction de la force de travail ;
les problèmes relatifs à la reproduction et à la
planification des conditions économiques des
systèmes éducatifs ; les problèmes de méthodologie
et de méthode de l'économie et de la planification
des systèmes éducatifs, et les problèmes d'évaluation
du rendement de ces systèmes ; enfin, les problèmes
et tâches liés à la recherche avancée.
A l'intérieur de ces thèmes certains points ont
été particulièrement développés, à savoir les
problèmes
actuels
du
développement
socioéconomique, ainsi que l'évolution économique,
sociale, culturelle et démographique des pays
socialistes et son importance pour l'économie et la
planification des systèmes scolaires nationaux.
D'autres sujets particulièrement importants qui
ont été examinés sont l'analyse des corrélations
entre les exigences actuelles de la reproduction, de
la force de travail sociale et le développement
proportionnel planifié du système éducatif, ainsi que
les problèmes d'amélioration de la planification et
de la gestion des systèmes éducatifs. Il s'agit, par
exemple, des problèmes se rapportant à la
détermination des besoins d'éducation et au
développement planifié de la performance des
systèmes éducatifs, à la création d'une avance
éducative et à l'utilisation intégrale d'avant garde
et la prise en compte des résultats de l'éducation et
de la formation dans le processus de reproduction
sociale. Les corrélations entre l'évolution des
processus démographiques et la performance des
systèmes éducatifs ont particulièrement retenu
l'attention.
L a Conférence s'est concentrée sur les problèmes
théoriques et méthodologiques de l'analyse du
rendement et l'évaluation des critères et procédures
servant à déterminer et évaluer le rendement des
systèmes éducatifs, ainsi que sur les corrélations
entre le développement du revenu national et sa
répartition et le développement des systèmes
éducatifs.
U n e importance considérable a été attachée à
l'identification
et
à
l'analyse
des
facteurs
déterminants et des tendances de la reproduction
des conditions économiques des systèmes éducatifs,
de
leurs conditions matérielles et techniques
préalables, de la force de travail d u système
éducatif et de son financement. L a gestion et la
planification régionales des systèmes a été un thème
important, concernant également les problèmes
actuels d u développement des infrastructures économiques et sociales dans leur relation avec le
développement proportionnel planifié des réseaux et
profils d'établissements d'enseignement. Enfin, une
grande attention a été portée aux expériences et
aux tâches liées à l'utilisation de la technologie
moderne du traitement de l'information dans
l'économie et la planification des systèmes éducatifs,
à l'utilisation des procédures et méthodes de la
modélisation, l'optimisation, l'analyse comparée et la
6
recherche empirique.
Quatre sujets particuliers ont été retenus pour
les discussions en "panel" :
Problèmes conceptuels et de méthode d'une analyse
économique comparée d u développement des
systèmes éducatifs dans les pays socialistes et les
pays capitalistes.
Tendances actuelles de l'économie et de la
planification de l'éducation dans les pays
capitalistes.
Problèmes d'économie de l'éducation posés par
l'évolution démographique.
Utilisation de la technologie moderne du traitement
de
l'information
pour
la gestion et la
planification des systèmes éducatifs.
Quatre groupes de discussion ont été formés à
propos des communications :
1. "Problèmes de la planification et de la gestion
des systèmes éducatifs"
Lecteur : Prof. Werner Wolter.
Sujet : Points de départ pour la planification de
l'éducation
et
le
rendement
de
l'enseignement.
2. "Le développement de la performance du
système éducatif et la reproduction de la force
de travail sociale".
Lecteur : Prof. Günter Feierabend.
Sujet : L'enseignement
professionnel
et
le
développement de la force de travail
sociale.
3. "Reproduction des conditions économiques pour
les systèmes éducatifs".
Lecteur : Prof. Dieter Reuschel.
Sujet : Développement de la performance et des
processus de reproduction dans le
système éducatif socialiste intégré de la
République démocratique allemande.
4. "Problèmes de méthodologie et de méthode de
l'économie de l'éducation".
Lecteur : Prof. Nikola Velkov.
Sujet : Termes utilisés pour déterminer
rendement des systèmes éducatifs
méthodes servant à les élaborer.
le
et
A la fin de la conférence les participants ont
arrêté un protocole d'accord. Ils ont reconnu à
l'unanimité l'utilité de la coopération internationale
mise en oeuvre à ce jour. Pour être fructueuse,
cette coopération internationale dans le domaine de
la recherche en économie de l'éducation doit être
poursuivie et renforcée en étant axée sur les
domaines suivants :
- Etude des corrélations, présentant de l'importance
sur le plan de l'économie de l'éducation, entre le
développement des systèmes éducatifs et les
processus d'intensification globale de l'économie
nationale ; problèmes théoriques, méthodologiques
et méthodiques liés au développement de la
planification socialiste de l'éducation, s'agissant
en particulier de la planification régionale.
- Etude des corrélations entre le développement de
la performance des systèmes éducatifs et la
reproduction de la force de travail sociale.
- Etude sur la reproduction des conditions et
ressources du système éducatif, en ce qui
concerne le personnel, les matériels et le
financement, leur planification et leur gestion, y
compris la
technologie d u traitement de
l'information.
- Recherche liée à l'analyse comparée, sous l'angle
de l'économie de l'éducation, du développement
des systèmes éducatifs des pays socialistes.
- Etude des problèmes théoriques, méthodologiques
et méthodiques du développement de l'économie de
l'éducation en tant que discipline scientifique.
Les délégations ont proposé de maintenir la
tradition de ces conférences et de prier un pays
d'organiser la prochaine conférence sur les
problèmes de l'économie et de la planification du
système éducatif.
III. Selected main topics
1. Education and the
Socialist countries
n e w economic
growth in
In his main report, K o r n proceeded from the facts
that education and qualification are essential to the
objective of Socialism, that is, to create steadily
improving conditions for the universal development
of the individual, and are extremely important
potentials of economic growth; the education system
is an integral part of the national economy.
Based on the above, the Conference pointed out
that the purpose of research into educational
economics should cover all functions of the
education system for direct production and social
reproduction, the implementation of social policy as
a whole, economic, cultural, scientific, educational
and social policies. It is necessary to elaborate the
complexity of the relationships of the education
system within the context of the national economy.
The education system cannot be limited to a
dependent consumer of the productive sphere. It
must be seen in its active role, developing the
performance of both the productive sphere and all
the other spheres of the society. O n e of the most
important positions taken by the conference was
designating the education system as a national
economic 'sphere of performance', defined by its
political, economic, social and cultural functions.
This applies to the indirect and direct effects of
the education system. This is equally important for
7
planning and evaluating the expenditure on and
performance of the education system.
In all Socialist countries, the emergence and
development of educational economy has been linked
most closely with achieving objectives of social
policy, especially with elaborating and pursuing
educational policies. T h e conference showed that
educational economy research faces the task of
reconsidering research work in view of the
beginning n e w stage in the development of the
societies, economies and educational systems in
European Socialist countries. T h e discussion papers
showed that all European C M E A m e m b e r countries
are striving for economic growth in the form of
expanded production. O n this basis, the task is to
develop efficiently correlations between all social
fields, especially of economic, educational and social
policies. All advantages, potential and motivating
forces of the Socialist society must be fully
developed. All readers attached primary importance
to the overall development and use of the
achievements of science and technology for
economic and social progress, and to the
corresponding tasks for educational planning.
The comparative educational economy analysis of
the development of education systems in Socialist
countries shows c o m m o n features and differences in
the social and economic conditions, concrete
economic situations and measures to be taken in
order to solve future tasks in education systems.
The Conference showed, however, and this is
important for co-operation among educational
economists in Socialist countries, that there is a
basically c o m m o n strategy among Socialist C M E A
members, which is aimed at speeding up the
transition of national economies to intensification in
particular. It
became
evident
that
despite
differences, educational economists in Socialist
countries are facing basically identical new tasks in
connection with solving problems of the same kind.
All representatives of C M E A members pointed out
the growing importance of the correlations between
education systems and economic developments.
O n the one hand, reference was made to n e w
demands on education systems resulting from the
current development of productive forces in
connection
with
the
scientific/technological
revolution. O n the other hand, the demands and
opportunities which result increasingly from the
high level of education and the development of the
economy and society were referred to. Education
and
training are characterized
as basically
inexhaustible sources of intensive national economic
growth, as an economic potential which is growing
in importance, due to the objective reduction of
resources in terms of materials and manpower. T h e
necessity to intensify and efficiently develop the
correlations between the education systems, science
and production was generally underlined. These are
problems which are of special interest to
educational economy
research evidently. T h e
discussions showed that educational economists are
paying special attention to social mechanisms to be
used for regulating the relations between education
systems, science and production in connection with
the increasing socialization under Socialism.
In Socialist countries, the task of beginning the
intensification of the national economies was not
undertaken at the same time. This task is
characterized by the qualitative transformation of
the productive forces on the basis of the largescale introduction and economic use of high
technologies in all national economic fields,
connected with further developing the systems of
planning and management as well as the economic
and social mechanisms of growth. This development
is connected with advanced developments of the
national economic structures in all Socialist
countries and results in the need to determine the
national economy's national education systems.
The discussion papers pointed out that science in
particular will be the decisive source of growth.
The comprehensive use of high technology and the
results of present developments in science are
determining the n e w quality of economic growth.
This is a historic challenge to today's Socialism. It
also results in n e w demands on the education
system.
This
does
not concern
short-term
developments but rather dynamic processes reaching
far beyond the year 2,000. T h e Conference showed
that educational economy, part of social sciences,
must contribute to increasing society's ability to
mastering these long-term processes.
The performance of the education system must
be seen under two aspects. In general, productive
quality depends to a considerable extent on the
educational level of the society and its further
development. In addition, education is increasingly
important in increasing the ability of Socialism to
transform the achievements of scientific and
technological progress into social progress for all.
In this respect, there is profound agreement in
the views expressed by the representatives of
European C M E A member-countries. Differentiated
and nuanced views result from differentiated socioeconomic conditions including, for example, national
demographic situations, different degrees of maturity
as to the development of qualitatively n e w growth
factors and, different levels of development in
national education systems as well as current and
prospective reform strategies.
Speaking
on
'Education
and
economic
development' in Bulgaria, M . Mitropolitzki pointed
out the growing importance of education and
training
for
accelerating
socio-economic
developments under the precondition of scientifictechnological progress and the decisive importance
of the ' h u m a n factor'. H e underlined the importance
for
Bulgaria of increasing
the quality of
intermediate level schooling, training manpower,
investigating demand prospectively,
elaborating
regional strategies of developments in the education
system, and creating all material, personnel,
financial and organizational conditions for reforms.
/. Bereiné (Hungary) spoke about the correlations
between systems of education and training, and the
8
development of the society and economy; she
explained the n e w demands on the development of
the education system and the economy by especially
dealing with the development of young people being
the source of reproduction of working faculties.
K. Podoski and B. Piasecki described correlations
between economy and education in Poland and
substantiated, from the point of view of educational
economy, the necessity to m a k e a profound reform
in national education in the 1990s.
L. Barak spoke about the relations between
education, training and economic
growth in
Czechoslovakia.
H e made
reference
to
the
interdependences as mentioned in the main report
and pointed out the necessity to improve the
connection between the qualitative growth of the
education system and the efficiency of the process
of social reproduction in the future. T h e solution of
these problems must be connected with developing
economic mechanisms in the national economy and
with the solution of problems resulting from the
education system's growing financial
demands
coupled with limited resources.
E. N. Shilzov supported the views expressed in
the main report and comprehensively explained
problems
inherent
in
the
development and
organization of planning the education system in the
U S S R under the conditions of the country's socioeconomic transformation. O f specific interest were
characteristics of educational planning, resulting,
last but not least, from the specific object of
educational planning, its extreme versality, which,
according to Shilzov, result from the stochastic
character of demographic processes, stormy process
of scientific and technological progress and the
increasing variety of the education system. H e
pleaded for democratic forms of planning, for
examining the strong centralism in educational
planning and for n e w mechanisms in the relations
between institutions of vocational education and
economic establishments.
The invited papers from Viet N a m , C u b a and
Mongolia described specific developments in their
countries in line with special economic and social
developments in these countries. In accordance with
the topic of the Conference, topical tasks in
educational policy and educational economy research
were presented, which result from the effort m a d e
in these countries to closely connect the planning
of the education system with the planning of the
society and economy.
According to Dr N. N. Dung, the task in Viet
N a m is to overcome disproportions in the education
system and to improve quality and efficiency by
stabilizing the level achieved of education and
training.
Dr P. R. Molto spoke about the results of efforts
taken in order to eliminate underdevelopment in
C u b a . A t present, of special importance is the great
success achieved in the training of m a n p o w e r at the
intermediate
schooling
level,
in
permanently
improving general education and in ensuring a broad
vocational spectrum.
Dr Ch. Duger spoke about necessary measures
needed to improve the work of schools, and the
necessity to forecast the development of schooling,
proceeding from existing theses on the development
of national education in Mongolia.
To
s u m up it
can be said that the
representatives of the delegations from European
Socialist countries confirmed views and evaluations
as contained in the main report. T h e views on
educational economy as expressed in the papers of
the countries last mentioned pointed out the
specific conditions for the development of economy
and education in those countries. T h e Conference
showed that with taking the correlations between
education and economy in Socialist countries into
account - which become increasingly intensive under
the conditions of n e w processes of growth in
advanced Socialist countries - it is of increasing
importance
to
ensure
broad,
scientifically
substantiated general education as well as solid
vocational education for all children. In-service
training is becoming more important and it is
necessary to create intensive correlations between
education, training and in-service training as a
permanent process. T h e Conference showed, from
the point of view of educational economy and
educational planning, that continuity and versatility
in education systems must be redefined in
connection with qualitatively n e w demands in the
processes of economic growth. In this context and
with reference to the main report (Korn) the fact
has to be pointed out that the creation of efficient
correlations between education and economy has to
be seen under the aspect increasingly that there is
a growing demand for creating better conditions
for the development and use of innovations in
society and economy.
2 . Current
problems
in
the
planning and
mangeaient of education systems in Socialist
countries
Prof. Werner Wolter (Central Institute for Higher
Education of the G e r m a n Democratic Republic) read
the main invited paper on this topic. H e proceeded
from the qualitatively n e w conditions, demands,
problems and tasks concerning the planning and
economy of education systems in Socialist countries
in the 1990s as they had been pointed out by K o r n
in the main report.
O n this basis, Werner Wolter spoke about the
contradictory character of the social starting point
for educational planning under the n e w demographic
and national economic reproduction conditions. H e
pointed out the humanist character of the social
starting point for education planning in Socialist
countries,
which
ensures, on the
basis of
demographic conditions, general schooling and
vocational training before working life to all young
people and he referred to the starting point for
evaluating the d e m a n d
on m a n p o w e r ,
which
corresponds to the very interest of all citizens of
9
the Socialist society, that is, to use the individual
right to education in conformity with the efficient
economic development
of the country under
performance-promoting
social
reproduction
conditions.
Contradictions for educational planning result
from the fact that demographic development and the
demand
for qualification
resulting from the
reproduction process are characterized by largely
different dynamics and motive forces. All countries
have to cope with demographic waves in educational
planning, and there are only a few countries where
demographic tendencies press for the intensification
of the national economy. Werner Wolter warned
against demanding a short-term and directly
proportional adaptation of indicators of expenditure
in educational planning such as the n u m b e r of
teachers, pupils per class, etc. to demographic
processes.
Ensuring
flexibility
and long-term
adaptibility should be the first d e m a n d of efficiency
on the theory and practice of educational economy.
A s far as the system of vocational education is
concerned the proportions between the levels of
vocational training have become increasingly a key
problem of educational planning. In this context,
too, Werner Wolter warned against the trend
towards
guidance
perfectionism
aiming
at
establishing complete conformity between social
demands, the numerical strength of age-groups and
individual educational wishes.
A n orientation is given to achieve vocational
mobility and availability and to develop a positive
attitude towards
permanent,
lifelong
learning.
Availability is seen to be important for efficiency
and thus as the criterion of educational planning. In
the discussion, Shilzov reaffirmed
the double
starting point for education, saying that one of the
characteristics of educational planning is to take
into account the multi-functional directedness of
education. O n the one hand, he said that the
functional directedness of education is to develop
the main productive force of the society, to ensure
the respective manpower-related and materials
factors (elements) or social reproduction, to create
manpower-created
preconditions
for scientifictechnological and social-cultural progress by work
education, vocational training, in-service training
and retraining, while on the other hand, he
considered the functional directedness of education
to be the development of universally developed
Socialist personalities and their socio-cultural,
intellectual,
ideological,
moral
and aesthetic
demands. Basic general education and polytechnical
education are of prime importance. T h e school is
gaining an importance as a social institution
influencing the dynamics of social, national, family
life and demographic processes. Education itself is
part of the people's socio-cultural demands. Both
functions of the school, productive-economic and
general socio-cultural,
develop
in the same
direction under Socialism.
Social processes result from the d e m a n d of
providing production with a scientific character,
accelerating scientific-technological progress and
expanding the n u m b e r of occupations which require
a m i n i m u m of intermediate school. In addition, they
also result from the internal logics of education as
a relatively independent field outside production.
T h e general, polytechnical, socio-cultural function
of the school is gaining an importance w h e n
proceeding from the strategic objective of Socialism,
that is, to develop universally developed Socialist
personalities. Contradictions between economic and
soci-cultural demands for education m a y occur if
one function
of the school is not required
sufficiently. In the Soviet Union in the 1970s, for
example, limited demands for scientific-technological
and vocational education brought about difficulties
for the general intermediate level. T h e art of
managing the education system in a planned manner
lies in the ability to develop the functions of the
school to the o p t i m u m and to ensure an internal
balance between educational levels, taking into
account the 'technology' of pedagogical processes
and the psychic age-related
particularities of
cognitive activity.
Shilzov's remarks o n the correlation between
economic and educational planning under Socialism
under the conditions of transformation in all fields
of the Soviet society were of special value. H e
pointed
out the advantage
of the planned
management of education, an integral part of the
Socialist system of planning. H e used the example of
GOELRO
to prove
that planned
forms of
management and planning of the education system
were developed simultaenously with the elaboration
of the economy's central system of planning and
management. T h e purpose of the n e w conception of
central planning and management in the Soviet
Union is to creatively implement democratic
centralism. Basic principles of Socialist planning
such as the integration of a political and economic
approach, plan-based discipline, permanent planning,
scientific forecasting, prospective planning, the
complexity of planning, regional and branch-related
planning, balancing and proportionality and public
involvement will neither be abandoned nor changed,
but they will be applied under the n e w conditions
and
the cardinal transformation
of practical
planning used so far. This also applies to the
transformation of shortcomings in existing planning
mechanisms and to overcoming theoretical errors.
It is necessary to reconsider the central planning
of
the education system
as a whole, the
optimization of the correlation between state order
and direct contracts in connection with training
m a n p o w e r , to clarify full and partial pay during
training, the state vocational guidance guidance
system. T h e overall aim is to elaborate long-term
educational planning within the framework of the
basic strategy of the society, to increase the role
of education in various aspects of socio-economic
and scientific-technological development. A t present,
two trends must be taken into consideration in the
development of the planned
management of
educational systems: an integrated committee of
10
national education and the m a x i m u m development of
the
independence
of
lower
educational
establishments through councils in general schools,
vocational schools and universities as well as
through
expanding
the
rights
of people's
representations in education. T h e methods of
educational
planning
must
be
improved
substantially. T h e methods and models used for
forecasting m a n p o w e r demands need comprehensive
stocktaking. Special attention has to be paid to
structures and normative methods concerning the
influence of scientific-technological progress and
structural trends on employment. Increasing demands
are placed on the scientific-theoretical level of
educational planning in general.
Khudominski formulated three basic positions to
the planning and development of national education
under the conditions of the transformation of the
society in the Soviet Union: the scientific character
of planning, the principle of connecting central
planning with planning from the bottom, and
eliminating administrative barriers in educational
planning.
Gershunski
wanted
co-operation
between
scientists from Socialist countries in educational
economy and in the prospective planning of
education systems. Socio-economic and pedagogical
factors of developing an integrated system of
permanent
education should be subject
to
prospective planning according to the prospective
demand of the society. This involves ensuring the
continuity of quantitative and qualitative indicators
covering the processes of differentiation and
integration,
drawing
conclusions
from
the
democratization of management in the education
system and introducing n e w pedagogical thinking.
The analysis of the system's structure, and the
procedures and methods of pedagogical forecasting,
including the use of modern information-processing
technology, should contribute to inter-disciplinary
prospective information about the development of
education systems. Joint work of Socialist scientists
would be very important in this field.
Barak analysed the proportion of university,
college and technical college graduates in the
number of persons employed since 1960 and
presented forecasts for the year 2000. H e pointed
out the importance of education as a factor of the
transition to intensively expanded reproduction of
the national economy and in all the other fields of
h u m a n action. O n e has to reckon on a growing
demand for qualified manpower due to increasing
automation and the increased technological and
scientific character of m a n y fields of life; this
applies to demands of the economy and to demands
and needs of social and intellectual-cultural life, the
m o d e of living as a whole.
Podoski, Piasecki, Mitropolitzki, Wojkiewicz and
others spoke about the great number of problems
connected
with
socio-economic
factors,
the
development of social and individual demands for
education and educational planning.
Bereiné described experiences in educational
planning under the present-day conditions and
problems of Hungary's economic development.
In their papers, Podoski and Piasecki, Molto,
Bereiné, Piwowarski,
Dung,
and Roth
made
reference ot the paper presented by Wolter and
pointed out the great importance of using
demographic processes for educational planning and
educational forecasting. Richter spoke about the
position of regional state bodies in terms of the
management, planning and use of h u m a n , material
and financial resources, and drew attention to the
fact that with orientating educational economy
towards regional problems, practical life itself
brings about and develops increasing correlations
and interdependences between central and regional
management and planning in the education system.
3. Correlations between the performance of
education systems and the reproduction of
working faculties in Socialist countries
O n e of the main topics w a s correlations between
the development of education systems and working
faculties, the reproduction of a structure of
qualification in line with the demands and the full
use of qualification. Feierabend, speaking on
'Vocational education and the development of social
working
faculties',
asked
for
increased
interdisciplinary co-operation among economists,
sociologists, psychologists and pedagogues as well as
experts in labour and technology. H e posed three
problems in particular:
- H o w will it be possible to determine the demand
for qualification?
- H o w can qualification be acquired in an efficient
manner?
- How
can qualification
acquired be used
economically and efficiently?
The planned development of an efficient vocational
structure is a complex task of educational
economy. It has to be dealt with as a co-ordinated
research project of scientific institutions and
establishments in direct co-operation with practice,
which in turn requires long-term relations between
education and work, n e w qualitative, quantitative
and structural demands on the education system
from prospective demographic social, scientific,
technological, technical and economic developments,
and confronting these demands with economic
potentials. This must be a basis for long-term and
medium-term decision-making in educational policies.
Analyses have to take n e w contradictions into
account, contradictions, for example, between the
full development of the personality and the
economic-technologically orientated development of
productive forces, or between the long-lasting
character of curricula and the increase in
differentiated scientific-technological developments.
In addition, attention has to be paid to the national
economic importance of the scope of the education
system (in the G e r m a n Democratic Republic,
fourteen per cent of the population able to work
11
are engaged in the education system, teaching or
learning; this rises to 25 per cent w h e n schoolchildren and kindergarten children are included) and
structural changes in the education system in favour
of adult education, especially vocational in-service
training. All this results in n e w problems and tasks.
The following problems were dealt with in particular
in the discussions:
- T h e position of education in the complex of
national economic, regional and branch-related
proportions of the development and distribution
of productive forces, the elaboration of economic
norms and models of resources and balancing
(Lukin);
- Development
trends
in the structure of
qualification of the working people, especially
with regard to college and technical college
graduates (Kluczynki, Hensel and Roth);
- N e w demands and tendencies in vocational
education and vocational structures (Podoski and
Piasecki, Schuster and Molto);
- Problems
of vocational
orientation and
vocational guidance (Nenova);
- The development of a system of permanent
education (Levicki);
- T h e efficient distribution and use of the
educational potential of manpower, especially
college graduates {Barak, Horvath);
- The mechanism used to prepare social working
faculties by means of education and higher
education (Bunge).
The discussion showed the macroeconomic and
microeconomic
correlations
between
the
performance
of education systems and the
reproduction of social working faculties. T h e fact
must not be ignored that the education system per
se is a national economic field which makes high
demands o n the reproduction of its working
faculties and the working faculties of the society as
a whole. Wolter said, for example, that about 7 per
cent of the G e r m a n Democratic Republic's manpower
are employed in the education system.
Educational economists, proceeding from a
macroeconomic
point of view, investigate the
integration of education systems into the national
economy, the correlation of reproductive processes
and the consequences for developing the scope and
structure of education, which arise from individual
demands and national economic needs. These studies
provide a scientific basis for efficient proportions
between education systems and social reproduction
processes, for the optimum ratio between production
funds and educational funds with regard to their
level, tendencies and use.
From a microeconomic point of view, it is the
economic use of social resources in the education
system which has to be investigated in particular.
The purpose of the first complex is to find
reserves and to recognize early enough socioeconomic,
intellectual-cultural
and scientifictechnological
development
trends
which are
objectives, contents, methods and organizational
forms of training and education.
The second complex is closely connected with
the organization and procedure of pedagogical
processes. This is reflected in scales of expenditure,
time-related regimes and various indicators of
performance.
The conference held that one of the tasks of
national economic importance for educational
economy was to investigate the correlation between
vocational and in-service training in line with
demand, and the employment of graduates in line
with their qualifications.
The participants said that n e w dimensions of
vocational and in-service training resulted from:
increased intellectual/creative work, the increasing
importance of the subjective factor, the demand for
active participation in the management, planning
and organization of social processes, improved
Socialist democracy and the active participation in
cultural life in all fields of the society. Feierabendes
paper spoke about empirical-analytic and prospective
investigations. They cover the social economy and
educational policy effect of introducing high
technologies and key technologies, working demands
promoting the personality and performance, the
efficient use of substitution potentials accumulated
in the vocations, demands arising from personal,
material and financial aspects of ensuring vocational
education and in-service training, and the
development of mobility and flexibility as well as
balance between vocations of different levels of
qualification.
A n essential finding of the conference was that
educational economy investigations with regard to
development trends of social working facultiesincluding their efficient use - can bring about
findings free from contradictions only w h e n there is
a complex approach to these investigations. The
potential of efficiency inherent in manpower can be
fully developed and used only if employment reflects
qualification.
Prospective investigations are to be m a d e into
the socio-economic effect of introducing high
technologies and key technologies, personal, material
and financial aspects of ensuring vocational
education and in-service training at all levels of
qualification as well as into the educational
economy consequences of using various conceptions
and methods in vocational education. These
investigations are to result in findings with regard
to the educational and socio-economic effects of
vocational education.
In addition, the limits and tolerances or the
necessary conformity between vocational education
and employment reflecting qualification have to be
investigated as does the conceptual-methodical
orientation of vocational training of adults and the
efficient co-ordination and optimum organization of
education and in-service training.
The long-term effect of relations between
education and work must be investigated to use
fully the economic and social potential of vocational
education. T h e complexity of these investigations
results from covering the changed qualitative,
12
quantitative and structural demands on the
education system, from confronting them with
economic possibilities and, on this basis, from
preparing long and medium-term educational policy
decision-making. This is one of the reasons w h y it
is necessary, to deal further with the theory and
methods of educational economy and educational
planning. A n adequate degree of detailed elaboration
is expected, and not perfection. Central state bodies
and bodies of economic management, combines,
enterprises and regional bodies have to be given a
sufficient scope for action. Experience has shown
that data and information for decision-making in
K o r n , K . : Final remarks management and planning
are changing and this dynamics has to be taken into
account in the research process (Feierabend).
4. T h e reproduction of economic conditions for
education systems in Socialist countries
Prof Dr Dieter Reuschel read ' T h e development of
performance and reproductive processes in the
integrated Socialist educational system of the
G e r m a n Democratic Republic'. Proceeding from
Korn's comments, he discussed the n e w demands of
planned reproduction of economic resources in
education
systems
in
correlation
with
the
development of their performance and structures,
outlining tendencies of the reproductive behaviour
of complex economic conditions in the education
system, and aspects of the efficient use of material,
personnel and financial resources, relating, for
instance, to the use of information processing
technology for the planning, management and
administration of the education system, and research
into educational economies as well as problems of
the regional management and planning of education
systems.
Prof Dr Reuschel presented essential positions to
the problems mentioned above. H e pointed out that
the educational economic strategies of the G e r m a n
Democratic Republic are influenced by two basic
processes in particular: the comprehensive transition
of the national economy to intensively expanded
reproduction of a fund-economizing and working
time-economizing type on the one hand, and
demographic changes which are having decisive
effects on manpower. This determines the quantity
and quality of the performance of the education
system,
the
structure
and organization
of
educational processes, 'educational technologies' and
the use of economic resources in the education
system. There is a dialectic contradiction here
between a profound quantitative and qualitative
change in the scope and structure of the education
system as a whole and historically-developed system
of differentiated economic conditions on which this
education system is based, with a national economic
structure that can be changed only to a small
degree. T h e basic questions concern the main
strategic lines required for an efficient development
of the future economy as a function of the
education system performance, which is dynamically
changed both in regards to structure and scope.
In general the education system performance will
be increased
by rationalizing working and
performance processes, using existing resources
more intensively and mobilizing internal reserves
rather than by increasing resources. T h e discussion
indicated that the time factor (for example, with
regard to the duration of education, proportions
between training and advanced training), will
become increasingly important. Reuschel spoke about
some general problems, dealing with the example of
the G e r m a n Democratic Republic. A s to the more
efficient use in the future of the high level of the
structure of economic conditions achieved in the
German Democratic Republic in the 1980s, for
example, the following general facts can be
recognized:
Owing to demographic factors, primary education
enrolments are shrinking; this must not be met with
an automatic proportional decrease in expenditure.
Reaction to the reduced enrolment level must be
long-term.
Forecasting economic conditions must not be
based
on
enrolment
figures.
Qualitative
improvements in education will require increased
resources, thereby counterbalancing the effect of a
decline in numbers.
The decline in the output of the primary
education system by the year 2000 will be matched
by an expanding of adult training systems,
especially in connection with vital technologies.
The all over intensification of the national
economy will require qualitative improvement of the
education system and increased efficiency. This in
turn requires a restructuring of education (for
example, to ensure the provision of highly qualified
manpower, corresponding to the needs of the labour
market), and to maximize utilization of capital (for
example, by interlocking the education system and
practical work more closely).
Yeroshin, Dung, Ermer, Kaczor, Holldack and B.
Midler spoke about the problem of pedagogical
working faculties, the training and employment of
pedagogical graduates and the stimulation of
pedagogical work.
Mitev, Barz, Swietochowska and Autsch were
among those w h o spoke about development trends in
the material and technical basis of the education
system under
the conditions
of scientifictechnological progress and the development of
profiles and networks in educational establishments.
Vogel, Lauterbach, Barak, Bereiné, Shilzov,
Szurminski and others dealt with problems of
financing.
In sumary the various papers confirmed that the
overall transition of the national economy to a
cost-effective and working time-economizing type of
intensively expanded reproduction implies qualitative
and quantitative changes in the content, scope and
structure of the education system. This confirms the
urgent need to consider research into the
economies of education as an important field;
13
research which concentrates on the performance of
this system and on its working processes.
In this context, the increasing important role of
the economy for determining educational policy is
recognized. T i m e is becoming an essential yard-stick
of efficiency.
The term 'system of economic conditions' was
defined and its relations to the performance of the
education system in the future were presented. 'Full
time' economists and other education managers and
planners play an increasingly important role in
determining educational policy and priorities. T h e
establishment of priorities was identified as vital to
the efficiency of education.
Reuschel sought a more economics-oriented
approach and considered various fields of problems
to be dealt with in the future.
In the discussion it was pointed out that
decisions concerning production processes with
implications for the economics of the education
system must be deduced from demands on the
education function. National economic restrictions
have to be taken into account. Economic evaluation
and estimates m a d e within the framework of or
prior to educational policy decision-making are
increasingly complex and of great importance for
managing and planning education systems.
5. Determining efficiency of education systems
Prof D r Nikolai Velikov opened the discussion with
'Terms and methods to be used to determining the
efficiency of educational systems' starting from the
fact that, under the preconditions of the strategy
of transformation, the problems of efficiency were
of urgent importance in all fields of the Bulgarian
society. In this light he integrated problems of
efficiency in education systems into the discussion
about
general
problems
of efficiency.
With
reference to a n u m b e r of scientific works dealing
with these problems elaborated at the 'Karl M a r x '
College in Sofia, three groups of problems of
efficiency were dealt with in particular:
-
Efficiency as a complicated entity of economic
relations, which covers the whole process of
production and all fields of social life. Used
universally in all fields of social life, including
the education system this concept of efficiency
can be determined, analysed and measured using
qualitative and quantitative indicators.
- T h e position and importance of efficiency with
regard to the use of economic mechanisms in all
fields of the society, including the education
system, necessitating a mechanism to cover,
analyse and evaluate efficiency (social efficiency
in particular).
- T h e construction of a mechanism to measure
efficiency in the education system. T h e main
problem is to determine the efficiency of the
system's indicator.
The
participants in the discussion dealt with
problems which had been pointed out by Kom, w h o
commented that an overall definiton of the
education system's function had always been an
integral factor in analysing its efficiency and
establishing its effect on increasing the efficiency
of social labour as a whole and the economic labour
especially. In this context, an essential task for
research was clarifying the economics of education
systems.
Overall research work
into the economic
evaluation of the performance of education systems
has been effected in all Socialist countries. T h e
contribution of the education system to national
income has also been evaluated. A s a result the
importance of the education system in terms of the
efficiency of the national economy was shown and
educational policy was also given a boost. A t the
same time, the limits to analysing the efficiency of
the education system in this w a y were perceived.
In continuing this work, the basic lines of
expenditure-profit-analysis were elaborated. Thus
the attempt was m a d e to cover the variety of
results of education,
their
quantitative and
qualitative aspects, and to compare them with a
number
of
result-related
criteria
and the
expenditure on education in order to determine the
efficiency {Kom).
Analysing the economics of
education shows that the cost effectiveness of the
education process can be determined and evaluated
only by taking into account a large number of
variables and particular methodical problems occur
in determining efficiency.
In the discussion, the representatives of Socialist
countries pointed out that it would be useful to
differentiate
between
'external' and 'internal'
efficiency. Kom, however, said that two different
types of efficiency cannot exist and suggested
differentiation
between
'whole'
and 'partial'
efficiencies. Partial efficiency relates to a number
of
expenditure-profit-relationships,
defining
efficiency as the rational use of existing means to
achieve differentiated aims in a given time.
Regarding the teaching process, the primary task
will
be to
achieve
optimum
organizational
structures, methods and the use of means. It clearly
emerged during the conference that the general aim
is also valid for the efficiency of the education
system, that is, using available funds to achieve
m a x i m u m efficiency within the time determined as
necessary. There were comprehensive discussions
about 'performance'; the term has two meanings:
process and result. In addition, performance becomes
effective in a direct and indirect manner and at the
various stages of the process carried out to achieve
an aim. The indicators of expenditure and time units
are important. T h e educational performance of the
pedagogical process is characterized by being aimed
directly at m a n . Production of performance and
results merge. It is possible to determine the effect
of the performance of education and training on
national economic demands, social demands and
individual personality development, directly or
indirectly. It is important to elaborate indicators for
this purpose and sociological methods are useful.
14
As
for determining overall efficiency, the
problem of determining the actual expenditure of
work in the education system remains unsolved. A s
a result of all efforts taken in this field so far, the
conclusion of the discussion in the G e r m a n
Democratic Republic was that at present it is not
possible to exactly determine the overall efficiency
of the education system by means of a justifiable
expenditure, the problem is to establish the
relationship between total expenditure on social
work in the education system and the degree of
satisfying national economic demands, social
demands and the needs of the individuals. For this
purpose, it would be necessary to evaluate the
differentiated performance of the educational
system, its processes of performance and results in
a comprehensive and objective manner. This also
applies to its differentiated use by the society and
its actual efficiency.
Generally, the education system's efficiency is
evaluated in terms of the increase in its overall
contribution to social progress and the effect of its
performance on achieving given social aims, in a
given time, at a certain level, by means determined
by the society. F r o m the point of view of planning,
the education system's aims, in economic terms,
include 'increase in efficiency', both 'external' and
'internal', 'overall efficiency' and 'partial efficiency'
coincide with ensuring the best possible planning
decisions, efficient organization and a high level of
efficiency in terms of process and results.
Participants in the discussion on this topic
included Kaczor - (the 'global' efficiency of the
education system), Bereiné - (co-operation in
creating an integrated system of indicators to
determing the efficiency of education systems),
Lewicki (the use of automatic systems in managing
education
systems
A S U ) , Lukin,
Vogel,
Mitropolitzki, Limberov, Dawassambuu,
Dung (the
problem of using
norms), Gratz,
Nixdorff
(performance and h o w to ensure success in the
education system) and Dahlke
(methodological
problems of comparative educational economic
analyses between socialist countries).
Mitropolitzki dealt with the problems of
developing educational economy as a scientific
discipline and Dung with the present-day postition
of educational economy in Viet N a m ; Roth spoke
about ten topics connected with the conceptual
organization of research into educational economy.
The discussions, continued in working groups,
dealt with specific problems of demographic
developments in planning education systems; they
were headed by Wunsch. Considerable attention was
paid
to
comparative
educational
economy
investigations between European C M E A m e m b e r
countries (discussions headed by Dahlke) and the
analysis of tendencies in the educational policies
and planning of capitalist industrialized countries
(discussions headed by Baumbach). Another group
dealt with problems and tasks connected with the
use of modern computer technology in the
management and planning of education systems
(headed by Richter).
Within the framework of the present report, the
papers dealing with methodological problems of
comparative investigations into educational economy
processes in Socialist countries might be of special
interest.
Educational economy comparison must take into
account the integration of concurrent aims and
tasks in society's strategy and, at the same time,
the variety and diversity of specific national
solutions. T h e efficiency with which education
systems contribute to solving tasks defined by
society's strategy, economic tasks in particular, in
the various countries is vital and must be
determined by means of theoretical analyses.
In order to facilitate comparability, comparative
educational economy investigations should be limited
in the first instance to European C M E A m e m b e r
countries. A comparison with the other Socialist
countries is indispensable but, as it requires farreaching theoretical and methodological work, should
be dealt with later.
W h e n using comparative indicators with regard to
educational economy processes, m a n y complicated
questions arise. Are there any objective indicators
with regard to the share of expenditure in various
countries to be seen as general or specific,
permanent or temporary solutions? H o w is it
possible to take into account, in addition to money
from the budget, the expenditure on education
systems from enterprises, local state bodies (towns,
communities), political and social organizations or
families w h e n comparing financial expenditure on
education? T o what extent should national
pedagogical normatives be taken into consideration
in connection with such comparisons? Are there any
objective indicators for the share of university,
college and technical college graduates in the
overall number of persons employed in the national
economies which could be used as proceeding points
for decision-making in planning?
National documents and statistical yearbooks,
United Nations and Unesco statistical yearbooks and
the C M E A statistical yearbook can provide sufficient
material on all questions of educational economy
analyses (for example, number of pupils per class,
number of classrooms in relation to the number of
classes). It is essential that all existing multilateral
and bilateral co-operation, such as conferences as
the present one, business trips and so on, be
utilized.
Nevertheless, comparative educational economy
work should be begun, and theoretical and
methodological problems should be dealt with
further. In the discussion, Dahlke presented
complexes of problems and groups of indicators
which should be the basis of an educational
economy comparison. T h e first complex involved
socio-economic conditions and their correlation to
education
systems,
economic
growth and
macroeconomic indicators. T h e second complex is
demographic processes and their implications in
terms of the reproduction of social working
15
faculties as well as the number of children, pupils
and students are of great importance. T h e third
complex concerns the development of the social
structure, division of labour, and the performance
of education systems is important for comparisons.
A major field for comparative analysis is the
structure of qualification of the standard social
worker and the performance of educational systems.
Analyses on the use and reproduction of personal,
material and financial resources in education
systems are
a comprehensive
complex
for
comparison.
Participants at the meeting agreed to the
necessity of beginning the educational economy
comparison between European C M E A
member
countries in line with the above complexes, despite
the fact that a complete system of indicators for
determining the efficiency of education systems has
not yet been elaborated. Undoubtedly, it would be
useful to elaborate a system of indicators for the
educational economy comparison between Socialist
countries which corresponds to the system of
indicators used to determine the efficiency of
education systems.
With regard to a comparative analysis of systems
of vocational training in capitalist industrialized
countries
(Manning),
differences were
shown
between access to upper secondary school and
higher education in the United States and Japan on
the one hand and in highly developed Western
European countries on the other; in the latter,
access rates are considerably lower.
T w o questions were of interest in the discussion.
Are
countries with a smaller access to higher
education
less
'democratic'?
(socio-political
question). D o these countries have a smaller
educational potential for the economy? (economic
question).
To answer these questions, Manning said that w e
must proceed from the following principle of
comparative education research: the social and
economic performance of education systems can only
be evaluated w h e n taking into account the whole of
education in its specific national context. There are
two types of systems of vocational education in
capitalist industrialized countries:
There exists a strongly expanded education at
schools, colleges and universities, which is partly
orientated vocationally and is followed by vocational
training and in-service training, in large enterprises
in particular (United States and Japan); and a
system of vocational education of apprentices in
addition to school and university education in which
lessons at vocational schools and training in
enterprises are combined and apprentices are
provided with the qualification of a skilled worker
(Federal Republic of Germany).
Comparative analyses of education in these
countries have shown that the two kinds provide
about the same number of 16 to 18 year olds with
the different types of education and training. They
produce a sufficient quantity and variety of
qualified m a n p o w e r for the capitalist economy.
The comparative investigation into the vocational
education policy in capitalist industrialized countries
clearly showed the advantages and disadvantages of
both vocational training in the Federal Republic of
G e r m a n y and full-time education in the United
States and Japan. There exists considerable
disproportions in the training of apprentices,
resulting from an insufficient number of vacancies
for apprentices in big industry and the service
sector on the one hand and an excessive share of
vacancies in small and m e d i u m enterprises.
It is rather difficult to adapt vocationally
oriented full-time training to n e w demands in the
labour market.
IV. Conclusions
In keeping with the meeting's theme, the main
report, invited reports and contributions to the
discussion dealt with topical and prospective
problems and tasks of educational economy
research under the n e w preconditions of processes
of
economic
growth
and
socio-economic
developments in Socialist countries. There was a
broad spectrum of problems and tasks.
The Conference concentrated on problems of
educational planning in European C M E A m e m b e r
countries and also heard reports on present-day
questions relating to the development of education,
economy and society in countries such as Viet N a m ,
Cuba, the Mongolian People's Republic, the People's
Republic of Korea and the Lao Peoples's Democratic
Republic. Attention was also paid to Unesco's
special responsibility vis-à-vis educational economy
research as well as educational planning in
developing countries.3
The Conference m a d e it clear that m a n y n e w
problems and tasks in research confront (or will
confront) research into the economy and planning
of education systems in Socialist countries. A review
was also m a d e of educational economy research
carried out so far. T h e need to continue traditional
educational economy research, an integral part of
the scientific profile of educational economy, was
emphasized. However, traditional lines of research in
educational economy cannot be continued in the
same w a y as before; it is increasingly necessary to
proceed from a complex point of view and to see
the movement of educational economy conditions in
a reproductive manner. For example, it is necessary
to comprehensively take into account expenditureprofit-relations, to deal with efficiency generally.
The
development of conditions relevant
for
educational economy and the performance of
educational systems have to be dealt with from the
point of view of intensively expanded reproduction
predominantly.
One complex of problems of basic importance
was not dealt with in the papers and discussions of
the Conference, the educational economy analysis of
16
actual pedagogical processes. A number of papers
presented dealt with aspects of correlation between
economy and pedagogics. In addition, the necessity
of co-operating with sociology was pointed out.
Essential aspects of analysis of facts and
categories were dealt with, especially in connection
with the analysis of the reproduction of pedagogical
working faculties in education systems and of the
specific features of working relations, the content
and character of work in education systems as well
as in connection with the methodological aspects of
determining 'performance' {Gratz, Nixdorff and
others) and 'efficiency' (Velikov, Klucon, Kaczor,
Horvath, Ondreykovic and others). These questions
also c o m e u p w h e n speaking about organizing
teachers' work and about increasing efficiency
(Müller). T h e fact w a s shown that educational
economy problems are increasingly part of
traditional pedagogical disciplines thus making
interdisciplinary co-operation necessary.
T h e following problems were mentioned briefly:
the educational economy analysis of conceptual
processes of education and training, especially those
which are represented by pedagogical disciplines
traditionally: the aims, methods and ways of
education and training; and the determination of
contents as a permanent, cyclic process. It was not
possible to deal with the development of the
methods, procedures and tools of research, or with
the use of n e w information technology in education.
Their importance was referred to several times - in
the main report as well as in the papers in the
discussions. They could be dealt with only in the
form of examples due to the time available. There
were also papers o n modelling (Nenova, Sofia) and
the development of dynamic normatives (Kesse,
Menzel, Berlin).
Food for thought and a lot of interesting
information were given in the discussion dealing
with the use of information technology in
educational research as well as in the management
and planning of education systems. There is
considerable interest in topics such as the
improvement of statistical systems in Socialist
countries, experience m a d e in the use of modern
information processing technology for educational
economy analyses of the material-technical and
room-related conditions of the educational system or
the planning of working faculties in education
systems. Special interest was paid to experience
with models used for the prospective calculation of
the reproduction of vocational structures of the
social working faculties.
The papers clearly showed that the education
systems in Socialist countries are in a process of
profound development. They are in a process of
essential changes. S o m e of them are of a structural
nature, and concerning in particular the content of
education systems. Everywhere, the improvement of
general education and the efficiency of pedagogical
processes are in the centre of improving schooling.
Improvements are also sought in vocational
education everywhere. A n interesting and important
problem became evident: knowledge and abilities
have to be taught in advance in order to ensure the
broad use of high technologies, while
the
differentiated
character of job requirements,
resulting from the co-existence of traditional and
n e w technologies and means of work and their
efficient use, must also be taken into account.
All Socialist countries seek to provide modern
and sound vocational education, broad general
education and basic vocational training, and to
ensure a high versatality. T h e Conference showed
that the relationship between general and vocational
education and a dynamic integration of vocational
training and in-service training are also topics for
research dealing with the economy and planning of
education systems. In this context, educational
economy is connected both with the strategies of
training and advanced training, and the increased
importance of developing and using research
capacities and cultural potentials existing in the
system of higher and technical education. T h e
Conference also pointed out the increasingly
important problems of developing and organizing the
system of in-service training, particularly as regards
correlating education systems and the economy.
Furthermore, educational
economy
research
should concentrate on h o w the material, financial
and personal resources of educational systems are
reproduced under the concrete
preconditions
resulting from the respective demographic processes
in Socialist countries and their complex socioeconomic effect? That is, the conference showed
the need for educational economy analyses of the
correlations between education systems and their
qualitative and structural developments and changes,
and the consequences arising from increasing
demands on the quality of education systems in
connection with the efficient use of resources, for
the reproduction of the systems of their economic
conditions.
V. Summary
O n the basis of conclusions drawn from the
Conference, important topics of further educational
economy research in four complexes have been
identified and agreed upon as topics of future cooperation by the representatives of the delegations
of Socialist countries.
Problems of further developing and improving the
planning of educational systems. Scientists of
educational economy and practicians will have to do
theoretical and methodical work. This will concern
the starting points for the planning of education
and training, which result from socio-economic
developments, from ensuring the right to education
and work in the Socialist society. They apply to
complicated problems of developing and determining
the overall and national economic demand on
17
education
and qualification,
determining and
satisfying overall and individual educational needs.
It seems to be necessary to continue discussions on
the various starting points for planning and to
elaborate them by proceeding from an integrated,
complex approach to educational planning. It is
quite evident that the demands are generally
growing on the planning and management of the
Socialist society, on the prospective basic lines of
planning and analysing, complexity and long-term
character of planning. Attention will have to be
paid to the n e w processes of correlations between
education systems, economies as a whole and other
social fields, and to the increasing dynamics of
socio economic developments. This complex covers
regional
planning and planning systems and
methodologies. It also refers to developments of
democratic centralism in educational planning.
Problems inherent in the economy, planning and
management
of educational systems per se. This
refers to the reproduction of their economic
resources, structures and performance, reproductive
behaviour, the efficient coping with the complex
economic conditions of educational systems. F r o m an
educational economy point of view, the task is to
ensure the optimum and planned proportional use of
material,
personal and financial resources of
educational systems in order to ensure a high
profitability of means provided by the society for
developing the performance of educational systems.
Great attention should also be paid to those
opportunities which arise from the use of modern
information processing technology for the planning,
management and administration
of educational
systems and, last but not least, for educational
economy research.
Problems connected with correlations between the
development and use of the performance of
education systems, and the reproduction of social
working faculties. Mention has already been m a d e of
the problems
resulting from
the
prospective
determination of the needs in accordance with
national economic demands. This also brought about
a number of additional theoretical questions. O n the
one hand, there is the question h o w educational
systems and their planning should operate generally
in relation to the growing dynamics of the
development of national economic demands; on the
other hand, it is necessary to solve the problems of
the 'educational advance'. T h e problem of the full
use of qualifications acquired is of the same
importance as the creation of an educational
advance necessary for the long-term reproduction
of a structure of qualification in line with the
demand. This problem, too, cannot only be subject
to methodical considerations
but to advanced
theoretical discussions; what does 'in line with the
demand' mean? What is a 'full use' of qualification?
Questions relating to the necessary development of
theory, methodology,
methods
and
tools in
educational economy. T h e Conference pointed out
the great importance of present-day theoretical
work in the field of educational economy. This fact
has to be underlined in particular. In further
theoretical work on n e w questions and problems
dealt with at the Berlin Conference of educational
economists
of
Socialist countries,
educational
economy has to be further developed as a discipline
of science. T h e view of the participants in the
Conference is that this proves the necessity to
carry out international and bilateral co-operation
between
educational
economists
of Socialists
countries.
A number of respective questions have to be dealt
with by educational economists in co-operation with
labour economists and sociologists. With the growing
dynamics of the national economy, it becomes
increasingly complicated and important to analyse
the reproduction of social working faculties in a
prospective manner, to m a k e forecasting and
evaluations in order to elaborate structures of
qualification and vocational structures in a planned
manner. This is also connected with educational
economy problems of the efficienct organization of
relations between education, training and in-service
training. In a comprehensive sense, it is necessary
to m a k e the educational economy analysis of the
social mechanisms - especially by the co-operation
between state bodies, educational systems and
economies - which regulates, in a prospective
manner, the proportions of the performances of the
educational system and the development of demands,
which are necessary for the reproduction for social
working faculties.
1. (Head of the Institute: Prof. D r Klaus Korn)
2. (Directeur de l'Institut : Prof. D r Klaus Korn)
3. T h e invited papers and papers read in the
discussions were published in G e r m a n in a t w o volume record. However, m a n y papers are in an
abridged version. (Record of the 2nd Conference
of Educational Economists of Socialist Countries,
published by the Institute for the E c o n o m y and
Planning of National Education I Ö P Berlin,
G e r m a n Democratic Republic, September 1988.
The manuscripts in their complete version are
available at the I Ö P institute. A Russian version
of the papers is being prepared in M o s c o w ,
U S S R , by the Pedagogical Institute ' V . l . Lenin',
edited by Prof D r M . Levicki.)
Annex I
M E M B E R S OF T H E OFFICIAL DELEGATIONS
Bulgaria
- Mitropolitzki, Milko, Doz Dr
Deputy Director,
Scientific Research Institute for Vocational
Education,
Sofia
- Nenova, Maria
Scientific Research Institute for Vocational
Education,
Sofia
- Pitekova, Radka, Dr
Scientific Research Institute for Vocational
Education,
Sofia
Department 'Economy of Education'
- Velikov, Nikola, Prof Dr
Holder of chair,
Economic Institute 'Karl Marx', Sofia
- Velikova, Iwanha
Ministry of Economy, Planning and Finance, Sofia
- Akhterdyeva, Paraskova
Scientific Research Institute for Vocational
Education,
Sofia
- Dhorsheva, Bodgana, Dr
Scientific Research Institute for Vocational
Education,
Sofia
- Limberov, Kalin
Ministry of National Education,
Director of the department 'Finance', Sofia
- Minchev, Georgi, Doz
Economic Institute 'Karl Marx', Sofia
Department, 'Non-productive field'
- Mitev, Jivko, Dr
Scientific Research Institute for Vocational
Education,
Sofia
Department 'Economy of Education'
Hungary
- Dobos Bereiné, Irma, Dr oec
Országos Pedagógiai Intézet, Budapest
- Horváth, Tamas D . , Dr oec
Head of the research programme for educational
economy in higher education,
Chair of labour sciences and educational economy,
Karl-Marx-University for Economy, Budapest
Viet N a m
- Nguyen Ngoc Dung, Dr
Head of the department 'Educational Economy',
Central Institute for Pedagogical Sciences of the
SRVN,
Hanoi
- V u Duc Vinh, senior school teacher,
Deputy head of the main department for national
education in the province of H á N a m Ninh
German Democratic Republic
- Korn, Klaus, Prof Dr
Academy of Pedagogical Sciences of the German
Democratic Republic,
Head of the Institute for the Economy and
Planning of National Education, Berlin
- Schubert, Klaus, Doz Dr
Academy of Pedagogical Sciences of the German
Democratic Republic, Berlin
- Reuschel, Hans-Dieter, Prof Dr hábil
Central Institute for Higher Education of the
German Democratic Republic, Berlin
- Wolter, Werner, Prof Dr
Central Institute for Higher Education of the
German Democratic Republic, Berlin
- Feierabend, Günter, Prof Dr sc
Central Institute for Vocational Education of the
German Democratic Republic,
Berlin
- Burkhadt, Dieter, Dr
Central Institute for Vocational Education of the
German Democratic Republic,
Berlin
- Schreyer, Christa-Maria, Dr
Institute for Technical Education, Karl-Marx-Stadt
- Richter, Julius, OStR Doz Dr
Academy of Pedagogical Sciences of the German
Democratic Republic, Berlin
- Dahlke, Hans, OStR Doz Dr
19
Academy of Pedagogical Sciences of the German
Democratic Republic, Berlin
- Baumbach, Jürgen, Dr sc
Academy of Pedagogical Sciences of the German
Democratic Republic, Berlin
- Wunsch, Regina, Dr
Central Institute for Higher Education of the
German Democratic Republic, Berlin
-
-
People's Democratic Republic of Korea
- Dzo Y u Hi, Dr
Secretary for education at the embassy of the
People's Democratic Republic of Korea in the
German Democratic Republic, Berlin.
-
Cuba
- Moltó, Pedro Rodriguez
Head of the department 'Planning and Forecasting'
in the directorate of planning and finance M I N E D ,
Havanna
- Gonzalez, Orlando Mirabel
Ministry of Higher Education, Havanna
-
Instytutu
Nauk
Politycznych
Universytetu
Gdanskiego, Gdansk
Reschka, Kazimera
Senior staff member for legal affairs,
Ministry of National Education, Warsaw
Schurminski, Jerzy, Dr
Deputy director of the department of economy in
the Ministry of National Education, Warsaw
Swietochowska, Urszula, Doz Dr sc
Instytutu
Nauk
Politycznych
Universytetu
Gdanskiego, Gdansk
Tudrej, Jerzy, Doz Dr hábil
Centre for in-service training of teachers at the
Institute for Teacher Training, Sulejówek
Turnowiecki, Witold, Dr,
Instytutu
Nauk
Politycznych
Universytetu
Gdanskiego, Gdansk
Wojkiewicz, Krysztof, Dr
Instytutu
nauk
Politycznych
Universytetu
Gdanskiego, Gdansk
Ogonowska, Grazyna
Institute for Vocational Education, Warsaw
Opolski, Chrystof, Dr
Institute for Science Policy and Higher Education,
Warsaw
USSR
People's Democratic Republic of Laos
- Boupha, Phonephet
Department for Higher Education, Technical
Education and Vocational Education in the
Ministry of Education
Mongolian People's Republic
- Gurragshaa Dawaasambuu
Head of department of planning, construction and
supply
of materials, Ministry of National
Education of the M P R , Ulan Bator
Poland
- Kaczor, Stanislaw, Prof Dr
Director
Institute for Vocational Education, Warsaw
- Kluczynski, Jan, Prof Dr
Director
Instytut Polityki Naukowej, Postepu Technicznego
i Szkolnictwa Wyzsego, Warsaw
- Piasecki, Bohdan, Doz Dr
Deputy director,
Instytutu
Nauk
Politycznych
Universytetu
Gdanskiego, Gdansk
- Piwowarski, Rafael, Dr
Senior staff member
Department 'Economy'
of the Institute for
Pedagogical Research, Warsaw
- Podoski, Kazimierz, Prof Dr hábil,
Director
- Khudominski, P. V . , Prof Dr sc
Director of the Scientific Research Institute for
the Management and Economy of National
Education Academy of Pedagogical Sciences of the
U S S R , Moscow
- Gershunksi, B . S., Dr sc
Head of the laboratory for the forecasting of the
development of general schools and pedagogics,
Scientific
Research
Institute
for
General
Pedagogics,
Academy of Pedagogical Sciences of the USSR,
Moscow
- Yeroshin, V . I., Dr
Head of the laboratory for the economy of
general schools, Scientific Research Institute for
the Management and Planning of National
Education,
Academy of Pedagogical Sciences of the USSR,
Moscow
- Levicki, M . L . , Dr sc
Head of the laboratory for educational economy at
the State Pedagogical Institute ' V . I. Lenin',
Moscow
- Lukin, Gennadi, Dr
Head of department,
Ail-Union Research Institute for Vocational
Technical Education, Leningrad
- Shilzov, E . N . , Prof Dr sc oec
Director,
Laboratory for the Economy of Cultural and
Social Fields,
Economic Faculty of the Lomonosov University,
Moscow
20
Czechoslovakia
- Barak, Ladislav, Doz Ing
Ustav rozvoje vysokych skol S C R , Prague
- Ondrejkovic, Peter, Ph D r
Head of the main department for research and
socio-economic information.
Slovenská pedagogická kniznica a ústav skolskych
informácii, Bratislava
- Roth, Oto, Doz Ing
Ustav rozvoje vysokych skol C S R , Prague
- Klucon, Jozef, Doz Dr
Ustav rozvoje vysokych skol C S R , Bratislava
A n n e x II
PROGRAMME
22 March 1988
Head of session: Professor Dr K . Korn
Preliminary remarks of the editor
K o r n , K . : Opening
Stöhr, G . : Welcome
K o r n , K . : M a i n Discussion Paper: Topical problems
and tasks of research in educational economy
under the conditions of the comprehensive
intensification of the national economy
Mitropolitzki, M . : Invited paper: Education and
economic development
Bereiné, I.: Invited paper: Changes in the Hungarian
educational system and in the interest of the
economy
D u n g , N . N . : Invited paper: Tasks and problems in
connection with the economy and planning of the
educational system in the SR Viet Nam
Moltó, P . R . : Invited paper: Some aspects of the
influence exercised by the behaviour of the
population and general education on the training
of the staff for intermediate level schooling and
technical colleges in the Republic of Cuba
Podoski, P . ; Piasecki, B . : Invited paper. The
correlation between economy and education under
the conditions of the People's Republic of Poland
Barak, L . : Invited paper The relationship between
education, in-service training and economic
growth in Czechoslovakia
Shilzov, E . N . : Invited paper: The educational system
within the system of state planning with regard
to the economic and social development of the
country
Duger, C h . : Invited paper: Some questions relating
to the development and prospects of general
schools in the Mongolian People's Republic
education and the efficiency of education
Horváth, T . D . : The number of persons with a
university education in Hungary
and their
employment
Wojkiewicz, K . : Problems connected with satisfying
educational demands
and the planning of
development
Gershunski, B . S.: Problems of forecasting in the
educational system
Swietochochovska, U . : Factors, indicators and
principles used in order to efficiently plan the
distribution and integration of the out-of-school
system
Richter, J.: The subject and tasks of regional
studies in terms of educational economy in the
GDR
Khudominskij, P . V . : Topical problems of managing
the national school education and educational
economy (theses)
Kluczynski, J.: The system of higher education in
the People's Republic of Poland
Szurminski, J.: The economic aspects of education
and training in the PR Poland, and their
relations to
the
economic,
social and
demographic development of the country
Scholz, G . : Socialist educational economy and
opportunities of supporting young national states
Piwonarski, R . : Demographic
preconditions for
developing the educational system in Poland
Podoski, K./Turnowiecki, W . :
Theoretical and
methodical aspects of analysing the educational
demand
and planned
development
of the
performance of the educational system in Poland
Dahlke, H . : Methodological problems of comparative
studies relating to processes of educational
economy in Socialist countries
B a u m b a c h , J.: Trends and problems in educational
planning in the Federal Republic of Germany
under the conditions of predominantly intensive
capital reproduction
23 March 1988
24 March 1988
Head of session: Prof Dr sc P . Khudominskij
Head of session: Doz Ing O . Roth
Wolter, W . : Invited paper: Basic lines of planning
Feierabend, G . : Invited paper: Vocational education
22
and the development of social working faculties
Wunsch, R . : Sex-specific aspects in the educational
system of the German Democratic Republic
Roth, O . : Research in the field of educational
economy in the CSSR
Yeroshin, V.l.: Staffing requirement planning
Nenova, M . : The attempt to elaborate a model of
the socio-pedagogical effects of vocational
education
Kessel, U . / M e n z e l , U . : The efficient elaboration of
structures of
function,
organisation and
qualification on the basis of a model for
determining optimum dynamic normatives
Akhterdyeva, P . : The balancing of staff and their
education in intermediate-level schools
Horváth.
G . : The transitional stage between
secondary schools and colleges as a possible
method of college expansion
Hensel, R . : The training and in-service training of
engineers and economists in the
German
Democratic Republic
Manning, S.: Two types of vocational education in
capitalist industrialized countries
Ogonvska,
G . : The
management,
planning,
organization
and efficiency of vocational
education
Schuster,
M . : Social
working
faculties and
scientific-technological development
Pitekova, R . : The complex of teaching and inservice training - a new form of integrating the
work of Socialist organizations and schools
Bunge, M . : The social mechanism of the planned
preparation and development of social working
faculties by means of education and in-service
training
Opolski, K . : The training of economists for the
present-day economy
H e a d of session: D o z D r M . Mitropolitzki
Velikov, N . : Invited paper: Terms and methods used
to determine the efficiency of educational
systems
Klucon, J.: The theoretical and methodical approach
to evaluating the efficiency of education in the
CSSR
Piasecki, B . : Proportions in educational planning
Kaczor, S.: The fields of applying terms of
efficiency in vocational education
Levickij, M . L . : The economic laws of the
educational system at the present stage of social
development
Gratz, W . : Some aspects of the conceptual definition
of the performance of the educational system in
terms of educational economy
Minchev, G . : Criteria and characteristics used to
evaluate the quality of vocational education
Nixdorff, W . : Some
views on the relationship
between efficiency and rates of success in the
educational system
Tudrej, J.: The educational system in the People's
Republic of Poland and the management of this
system
Ondrejkovic, P.: Some aspects of efficiency in the
educational system
Horváth, G . : How to prove efficiency in the
educational system
Gurragschaa, D . : The planning and efficiency of
national school education in the Mongolian
People's Republic
Bereiné, L : The evaluation of efficiency
Lukin, G . I.: The strategy of the educational system
25 March 1988
H e a d of session: Prof Dr hábil Podoski
Reuschel, H . - D . : Invited paper: The development of
performance and reproductive processes in the
integrated Socialist educational system of the
German Democratic Republic
Limberov, K . : The normative financing of secondary
schools, the composition of investment funds and
social funds, the use of specific economic
accountancy in schools
Vogel, E . : The development of the national income
and the financing of the integrated Socialist
educational system in the German Democratic
Republic
Burkhard, D . / E r m e r , R./Heindl, H./Scherer, D . : To
determine and satisfy the demand of replacement
for
scientific-pedagogical specialists to be
employed in the integrated Socialist educational
system of the German
Democratic Republicexperiences, problems, solutions
Autsch,
B . : Theoretical-methodological aspects,
results of research work and trends in the field
of developing the profile and network of the
integrated Socialist educational system, taking
vocational education into special account
Barz, P./Gansen, H . - J . : Some
trends in the
reproduction of the material and technical basis
of the integrated Socialist educational system in
the German Democratic Republic
Mitev, J.: Some views on the construction of the
material and technical basis of institutions of
instruction under
the conditions of the
scientific-technological revolution
Müller, B . : The organization of pedagogical work as
a factor which determines its efficiency
Lauterbach, R . : Some problems in connection with
the use of scales of expenditure concerning the
management and planning of budget accounting
in the educational system of the German
Democratic Republic
Wosilowski, K . : The reproduction of the whole
pedagogical working faculties and its efficiency
- a basic subject of research in the field of
educational economy within the national school
system of the German Democratic Republic
Holldack, E . : Working and living conditions as a
complex
which
essentially determines the
efficiency and personality of the teacher
G o m e z , F./Caminio, G . : Some experience drawn from
analysing the efficiency of using resources in the
system of higher education
Wolpert, K . : Financial aspects of developing
relations of co-operation between colleges and
the society, for example, enterprises
Lorenz, E . : The financing of education under the
aspect of stimulating the performance, and an
international comparison
Honseck, A . : The socialization of labour - changes
in the structure of performance and efficiency of
instruction, studies and research in the system
of higher education
Panel discussion 1: Problems of the demographic
development in the planning of the educational
system
Panel discussion 2: Comparative studies in the field
of educational economy in European
CMEA
member-countries
Panel discussion 3: Trends
in the educational
policies and the planning of education in
capitalist industrialized countries
Panel discussion 4: Problems
and
tasks
in
connection
with
using
modern
computer
technology