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The problem of "extra". Why half of Russians do not work in the specialty

Interesting data was obtained by VTsIOM during a nationwide survey at the end of last week. As it turns out, almost half of the inhabitants of Russia do not work in their specialty. As the main reasons for this unpleasant phenomenon, the respondents most often cited the lack of employment opportunities and low wages.

In my opinion, this is not entirely true.

More precisely, the low salary “by the main profession”, as well as the lack of specialized jobs, is still a consequence, not a cause. The reason lies in the fact that the “educational services market” advertised by all relevant departments even didn’t really become a market. Yes, and stays in a completely terrible imbalance with the labor market. And all the educational reforms in their current form from the point of view of the reproduction of labor resources are in no way connected with this very labor market.

And this is a very alarming signal both for the Russian economy and for society as a whole (there is no big secret here): a person who is not in demand in the main specialty is, as a rule, not existentially satisfied with his life, which is not surprising. And, as a result, it is often socially unstable. Sometimes it is a real "combustible material" for those social processes that our society does not need at all.

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April 12, 3:30

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And this, alas, is characteristic not only of our country: let us remember how the infamous “Arab Spring” began, the driving force of the “protesting street” in which was young enough educated, but not claimed by employers.

However, let's order.

According to the survey, 51% of respondents work in the specialty, of which 58% are people with higher education. Another 47% of our compatriots in the specialty do not work (of which 55% are with secondary special education). But something else is even more interesting: almost a third (28%, to be completely accurate) of the respondents did not work on the acquired profession at all.

At the same time, it is inappropriate to refer to the "mobility of labor markets in the post-industrial economy". Just at least because in order to get the minimum job for them, 37% of citizens took special vocational retraining courses. Another 33% studied independently. And 29% of respondents simply stated that they did not receive any new knowledge and skills to work in their field of activity at all, and at the same time, what is most surprising is that everything is “quite good”. What is the point in such conditions to be surprised as "professional lack of demand of citizens", and the most severe personnel crisis, including in such areas as economics and even public administration.

It is not necessary to search for the causes of this phenomenon for a long time, just look at its genesis.

Personnel shortages in some professions and personnel redundancy in others were initially formed during the collapse of the Soviet model of economy and statehood. When the "new" capitalist formation required specialists in the field of wholesale and retail trade, salespeople, marketers, agents, traders, financiers. And carriers of the former specialties, conditional "physicists, engineers, doctors and teachers," were solemnly declared "not fit into the market" and sent to the dustbin of history as "unclaimed material." Thus, in our country, “extra people in a market economy” appeared. And then, as a result, the concept of "education as a service" appeared. And most importantly, the bright conviction that in this industry, as in all others, the "invisible hand of the market" will put everything in its place.

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… The invisible hand of the market must first be caught. And to make work: otherwise she does not like to do this, preferring to pick up what lies relatively poorly.

If you pay attention, all our reforms in the field of education, although they declare as their goal “the inclusion of education in the system services market”, for some reason begin not with “market elements”, but with the reform of basic skills acquired in elementary school. Then go through high school to the highest and secondary special. And further, according to the reformers, the specialist is ready and his “demand” in the markets now depends solely on himself.

Meanwhile, from the point of view of practical economics, such a system is an obvious nonsense, an “inverted pyramid”: in theory, first it would be good to understand which particular specialists are needed by this very labor market. It is not so difficult, in fact.

At least, such tools from modern specialists in the field of social technologies are, you just need to be able to use it. And this is much worse: the shortage of personnel has penetrated into those areas that, in theory, should deal with it and resolve this issue. And it is precisely the current and promising labor markets that should already give a kind of "order" to a higher and secondary special school: relatively speaking, how many approximately do we need doctors, military, teachers, engineers, and even economists with lawyers, for these people also need the market. And already the higher and secondary special schools should continue to dictate the secondary and primary schools: what quality and with what skills the applicants are needed for this highest school.

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And further along the chain.

Otherwise, the result of "social and educational technologies" is the very fruit dealer with a good higher education, the self-immolation of which was the reason for the very "Arab spring".



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