home For a beginner Modern problems of science and education. Marketing analysis of the market for educational services in the field of higher education Analysis of the market for educational services of schools

Modern problems of science and education. Marketing analysis of the market for educational services in the field of higher education Analysis of the market for educational services of schools

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Stages of developing a methodological approach to studying international market conditions

1st stage. Features of educational services

An educational service is an interaction between a producer and a consumer in the process of providing and purchasing this specific benefit and is the result of scientific and pedagogical work that is created to meet the needs of the consumer.

The specificity of educational services is manifested in a combination of traditional characteristics of services (intangibility, inseparability from the source, inconsistent quality, non-storability) and specific features inherent only to them:

the production and consumption of educational services is a fairly long process (the full cycle of specialist formation can take 20 years or more, i.e., the consumption of educational services can be carried out throughout life);
assessment throughout the entire training period (sessions, certification);
the decision to purchase (purchase) an educational service can be made not so much by the potential consumer as by his parents or older persons;
active intellectual participation of the consumer in the process of providing educational services;
consumption of educational services leads to improvement of the quality of the workforce;
from the consumer’s point of view, the remoteness of material benefit at the time of purchasing an educational service;
higher cost compared to other services, which is a consequence of the higher qualifications of educational service providers;
satisfying the spiritual and intellectual needs of the individual and society, i.e. the social need for education;
impossibility of resale;
the dependence of the acceptability of services on the place of their provision and the place of residence of potential students;
competitive nature (this feature is mainly manifested in most public higher educational institutions);
relatively young age of consumers of educational services.

Thus, the product in the educational services market is the knowledge, skills and abilities offered by the subjects of this market (universities, private teachers, schools, colleges).

2nd stage. Market Features Research

The composition of stakeholders in the educational services market is diverse. These are producers, sellers, direct and indirect consumers of educational services, intermediaries, providers, moderators, and coordinators. This market includes consumers of educational services, payers for educational services, employers, i.e. indirect users of the results of educational activities, institutions and workers in the field of educational services, companies that create elements of educational services (for example, IT companies, publishing houses, other content producers and technology), state.

Features of the foreign educational services market:

The organization of the educational process in foreign countries is carried out using an individual learning path, which provides for students’ independent choice of a list of disciplines required to study, which is ensured by the presence of banks of disciplines in various areas and specializations, which are constantly updated, which allows the learning process to be adjusted in accordance with the development of new scientific directions and labor market requirements.

3rd stage. Development of a market research program

Taking into account the above-mentioned features of the commodity market, we will develop a program for studying the market situation (Table 1).

Table 1. Brief description of the stages of the market research program

4th stage. Formation of the main directions of research

The research process involves searching for information in certain areas:

Assessment of the state and trends of market development:
- Number of students and teachers in primary and secondary education in the Asia-Pacific region;
- main companies operating in the market;
- distribution of foreign students studying in higher education institutions in Asia-Pacific countries by region of their origin.
Analysis of product offerings on the market:
- number of educational institutions in Asia-Pacific countries;
- the share of the best universities in the Asia-Pacific countries included in the world Top ranking;
- characteristics of education programs;
- cost of educational services for bachelor's and master's programs;
- shares of the main market recipient countries.
Analysis of consumer demand in the market:
- the number of foreign students in Asia-Pacific countries;
- the most popular specialties in the foreign market.
Analysis of prices on the market: minimum and maximum prices for educational services in the context of Asia-Pacific countries.

After collecting and processing information, you should proceed to the next stage of the program - analysis and interpretation of data. For each identified quantitative indicator, it is necessary to build a time series, develop charts and graphs.

The developed approach to the study will allow us to assess the state, existing trends in market development, analyze product supply, consumer demand and the ratio of product supply and consumer demand, as well as make a forecast of market conditions based on an assessment of the factors influencing its formation.

5th stage. Development of forms for data tabulation

For ease of processing and presentation of the received data, the collected secondary information will be systematized and processed using the forms presented in Table 2.

Table 2. Growth rates of the number of students and teachers in primary, secondary and higher education in the world and in the Asia-Pacific region from 2005 to 2010.

To characterize the supply in the educational services market of the Asia-Pacific countries, we will consider the total number of educational institutions in the Asia-Pacific countries, the number of educational institutions in the field of higher education that are included in the Top 50 best universities in the world, and also consider the characteristics of the main educational institutions in the educational services market of the Asia-Pacific countries. The tools for characterizing the supply in the educational services market of Asia-Pacific countries are presented in Tables 3, 4.

Table 3. Characteristics of the supply of educational services in the Asia-Pacific countries, which are included in the Top/20 best countries in terms of the quality of school education, 2010

Table 4. Characteristics of the supply of educational services in the Asia-Pacific countries, which are included in the Top/50 best universities in the world, 2011.

To characterize the demand in the market for educational services in Asia-Pacific countries, we will consider the ratio of foreign students and students studying abroad in Asia-Pacific countries, the distribution of university graduates by field of study, as well as the most paid university specialties (Table 5).

Table 5. Characteristics of demand in the educational services market of Asia-Pacific countries, 2012

The proposed methodological approach to studying the market conditions for educational services in Asia-Pacific countries will allow optimizing the research process both in terms of collecting the required information and in terms of its processing.

Testing of the methodological approach (using the example of the educational services market in Asia-Pacific countries)

Analysis of the market conditions for educational services in Asia-Pacific countries

The market for educational services in the countries of the Asia-Pacific region is actively developing. Globalization and economic integration are changing the face of the modern education system. Students have a wide choice of different degrees of education, as well as where and how to receive it. The rapidly developing educational markets in China, Singapore and Malaysia have already squeezed out traditional markets in the USA, Great Britain and Australia. Today, the sphere of education significantly intersects with the economic sphere of society, and educational activity is becoming a critical component of the economic development of countries.

Today, the following trends can be identified in the educational services market in the countries of the Asia-Pacific region:

In general, the supply of educational services in the Asia-Pacific countries is represented by more than 252 thousand institutions, including more than 200 thousand schools, 32 thousand colleges and 19 thousand higher educational institutions.

The largest number of educational institutions are concentrated in the USA, Australia, Indonesia, Malaysia, Japan, Russia, China and the Philippines. This is largely due to the fact that these countries are exporters of educational services.

In the Asia-Pacific region, six leading recipient countries can be noted, receiving more than 45% of the total number of foreign students: the USA, China, Australia, Canada, Japan and Russia (Fig. 1).

Rice. 1. Shares of countries hosting international students (post-secondary education) in 2010

Table 6. Offer of educational services in Asia-Pacific countries included in the Top/20 best countries in terms of the quality of school education

As for the quality of education in higher education institutions in the Asia-Pacific countries, it is assessed according to generally accepted international rankings, 2 of which are Asian, 3 are European (Webometrics 2011, ARWU 2011, QS 2011, TIMES 2011, PRSPWU 2011). Since they have completely different evaluation criteria, the combined rating allows us to identify countries in the world where education as a system is better established. The Top 50 countries in the world where the best universities are located include 17 countries from the Asia-Pacific region (Table 7).

Table 7. Offer of educational services in Asia-Pacific countries included in the Top/50 best universities in the world in 2011.

The availability of education in a country is determined by its cost. On average, the cost of studying at the best universities in the Asia-Pacific countries, which are included in the Top-50, for 2011 is 6-44 thousand US dollars for foreign citizens (Fig. 2).

Rice. 2. Tuition fees for undergraduate programs per academic year at the best universities in the Asia-Pacific countries for foreign citizens in 2011.

Data show that the highest tuition fees for undergraduate programs per academic year at the best universities for foreign citizens are in the USA, Australia, and Canada.

The cost of training for master's programs in Russia and China is the lowest for foreign citizens - from 1 to 10 thousand US dollars (Fig. 3).

Rice. 3. Tuition fees for master's programs per academic year at the best universities in the Asia-Pacific countries for foreign citizens in 2011.

In terms of the number of students studying abroad, the leading positions are occupied by China (more than 510 thousand students), South Korea (more than 125 thousand students), Malaysia, France, the USA (more than 50 thousand), Russia, Canada, Vietnam and Japan ( more than 40 thousand).

Globally, the share of international students in 2010 was 58.6% in North America and Western Europe, 20.2% in East Asia and the Pacific, 9.2% in Central and Eastern Europe, 5.6% in the Arab states, 2.4% in Latin America and the Caribbean, 2.3% in sub-Saharan Africa, 1.4% in Central Asia and 0.5% in South-West Asia.

Among the countries in which students mainly prefer to study are Australia, Japan, Russia, France, the USA and Canada, in total more than 90 thousand people. (Fig. 4).

Rice. 4. Shares of the main Asia-Pacific countries by the number of foreign students in 2010, %

The most popular fields of study in Russia are social sciences, entrepreneurship, law (46% of all fields), in Japan - health care, social welfare (27% of all fields) and engineering, manufacturing, construction (18% of all fields).

In the USA and Australia, the most popular are social sciences, entrepreneurship, law (in the USA - 38%, in Australia - 15% of all areas), health care, social security (in the USA - 44%, in Australia - 15% of all areas ).

It should be noted that the educational services market is closely interconnected with the labor market. Therefore, increasing job security after receiving education is an important competitive advantage not only for universities in the educational services market, but also for states on the world stage.

It is worth emphasizing that the peculiarity of educational services is that the beginning of their consumption occurs simultaneously with the beginning of their provision, i.e. supply and demand in the educational services market coincide in time. Thus, the situation in the market for educational services in Asia-Pacific countries can be characterized by the size of the student population in the region (Table 8).

Table 8. Growth rates of student numbers in Asia-Pacific countries in 2005–2010

Based on the data presented in Table 8, it should be noted that in general the number of students in the region increased by 2% from 2005 to 2010. Consequently, we can say that the market conditions for educational services in the Asia-Pacific countries today are favorable, since there is a fairly stable demand for these services.

In the Asia-Pacific region, as in other regions of the world, there are processes of increasing internationalization of education and the formation of a unified educational space. The potential of the region is enormous both in terms of population and in terms of the pace and proportions of socio-economic development.

In part, the insufficient number of national universities has led to the widespread use of transnational forms of education - the import of educational programs from other countries.

Getting an education abroad also remains relevant. In a country comparison by the number of students studying abroad, the leading positions can be noted in the following countries: China (more than 510 thousand students), South Korea (more than 125 thousand students), Malaysia, France, USA (more than 50 thousand students), Russia, Canada, Vietnam and Japan (more than 40 thousand students).

Among the countries in which students prefer to study are Australia, Japan, Russia, France, the USA and Canada. The number of foreign students in the listed countries is more than 90 thousand people. The largest universities are located in Australia, Canada, China and the USA (the competition is more than 40 thousand students), the university with the largest student capacity is located in the USA - California State University, which accommodates more than 140 thousand students.

In general, it should be noted that the market for educational services in the Asia-Pacific region is actively developing. Efforts to increase human capital tend to focus on the younger population. The youth literacy rate today is over 90%. Interest in self-education among the younger generation is steadily growing.

Results

Studying the conditions of the international commodity market is a complex, labor-intensive process, during which the researcher faces a number of problems: firstly, the “language” problem, secondly, the difficulty in processing information, which sometimes cannot be reduced to a single denominator, thirdly, cross-cultural differences, fourthly, outdated international statistics, etc. Developing a methodological approach at the research planning stage helps to “smooth out” the above problems, brings clarity to the setting of goals and objectives, and helps build a research logic.

In this article, the authors share their experience in organizing market research using the example of the international educational services market. We hope that the information presented will be useful both to specialists in the field of education and specialists in the field of market research, market participants, specialists engaged in market research, as well as students and undergraduates in economic specialties.

Khuziyatov T. International cooperation in the internationalization of education and science in the Asia-Pacific region

educational services market research methodology

types of consumer behavior

market segments

university development strategic plan

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2. Ishchuk T.L. Features of strategic planning in higher education. // Economics. - 2009. -№3. - P.157-162.

3. Development strategies of Russian universities: responses to new challenges / Under scientific. ed. N.L. Titova. - M.: MAX PRESS - 2008. - 668 p.

4. Suleymanov N.T. Innovative model of strategic management of a university. Bulletin of the Bashkir University. - 2008. - T.13. - No. 3. - P.131-137.

5. Alexanra L. Lerner. A Strategic Planning Primer for Higher Education February, 06th 2010 // www.educause.edu.

6. Herbert A. Simon. Economics and Management Research //www.psy.cmu.edu/psy/.../hsimon/hsimon.html.

7. Hemmond John. Practical guidance on more effective decisions of Boston: Harvard Business School Press, 1999 // www.referenceforbusiness.com.

8. Joseph Beckham. Responsibilities duties decision-making and legal basis for local school board powers //education.stateuniversity.com.

9. Official website of the governor and government of the Belgorod region [Electronic resource]: Official website of the governor and government of the Belgorod region URL: http://www.belregion.ru

Modern conditions for the functioning of universities are characterized by increased instability, increasing uncertainty in the external environment, reduced budget funding, and increased competition in the educational services market. An important tool for the successful operation of a university, according to the majority of Russian scientists, can be the use of strategic planning. Most experts note the fragmented nature of the university’s existing strategic plans, insufficient adaptation of strategies to changing market conditions, focus on solving primarily internal problems, and poor interaction with consumers of educational services. To improve the university activity planning system, in our opinion, it is necessary to more actively use marketing tools for making management decisions.

The most important marketing tool for making management decisions at a university is marketing research of the educational services market. To integrate information at the analytical stage of developing a strategic plan for the development of a university, it is necessary to supplement the existing few research methods of the educational services market with an analysis of the behavior and factors influencing the decisions of two market entities - consumers and buyers of educational services (Fig. 1).

Rice. 1. Methodology for researching the educational services market

The methodology we propose for studying the market for educational services includes several stages.

1) At the first stage of the research, a marketing research concept is developed, which is a document that reflects the main idea of the research. The concept should justify the relevance of the research, define the purpose and objectives, the object and subject of the research, and indicate the timing of the research. The choice and justification of methods and information support for the study are of utmost importance. Based on the research concept, a marketing research program is developed.

2) At the second stage, according to the research concept, it is necessary to analyze the market for educational services: assess the size of the market, its capacity, “company” structure, the level and severity of competition, and determine the main trends in market development. The task of a comprehensive study of the educational services market is to obtain comprehensive information about the market, its characteristics and development trends. An important stage of the research can be an expert survey, which will allow not only from the subjective, but also from the objective side, to analyze the factors that influence the situation in the educational services market, the prospects for its development, consumer and purchasing behavior in this market. Heads of universities, workers in the field of education, regional youth policy, etc. can act as experts.

3) At the third stage of the study, it is necessary to analyze the behavior of consumers of educational services: life goals, interests, assessments, desires, motives of behavior, preferences and aspirations associated with their internal value system. By studying its consumers, their desires, preferences, a university can offer them exactly what they need and do it better than competitors. The main task in studying consumers is to identify factors influencing their behavior and analyze models of consumer behavior (the process and motives for making decisions about choosing an educational service).

In order to successfully compete in the educational services market, university management needs to timely anticipate changes in consumer preferences in order to make timely changes, if not to the educational program, then to the equipment of the educational process, to the organization of consumer leisure, etc. This information is especially important for developing a university’s communication and pricing policy and for building a brand. When creating an advertising message and developing promotional activities, you need to clearly know what is valuable and important for consumers.

In most markets where less valuable acquisitions are involved, or where the consumer and buyer may be one and the same, this information may be sufficient to make informed management decisions. In the educational services market, it is necessary to analyze the behavior of another target audience - buyers of educational services. Studying customers is one of the most important types of research, because it is they who, by influencing the consumer’s choice and purchasing an educational service, bring the main profit to the university. Therefore, it is the buyer who is the focus of attention of any successful company, regardless of its size and specifics of activity. To develop a sound plan for the development of a university, it is necessary to segment buyers of educational services and identify the most attractive segments for positioning. It is necessary to evaluate the degree of influence of various factors at the stages of the purchase decision-making process. Analyze price and other customer expectations.

4) Based on data analysis, it is necessary to draw up a detailed portrait of the consumer of educational services, to highlight the types and factors of consumer behavior in the educational services market. The result of the analysis of purchasing behavior should be the segmentation of buyers and the assessment of factors of purchasing behavior in the market.

5) The final stage of the research is the development of recommendations for drawing up a strategic plan for the development of the university. Also at this stage it is necessary to analyze the research conducted, the difficulties and errors encountered, and develop recommendations for subsequent marketing research.

The analysis of the state of the educational services market in the Belgorod region over the past ten years has made it possible to identify the main trends in the development of this market:

Approbation of the methodology using the example of the Belgorod region made it possible to identify qualitatively different and non-overlapping types of consumer behavior and customer segments in the educational services market. As a result of processing the results of the survey and expert assessments using specialized programs SPSS and Marketing Analytic, the following types of consumer behavior were identified.

Emotional behavior. Decision making is based on emotions and experiences. Needs are formed situationally; their formation is influenced by a large number of random factors, starting with personal experiences and ending with a random coincidence of circumstances. This behavior is the worst to predict, but the easiest to influence from the university. Rational behavior. The basis for decision-making is rational calculation, comparison of possible benefits and failures. Needs are formed consciously; a large number of factors are taken into account, starting with the location of the university and ending with the possibility of subsequent employment. This behavior is easily predicted, but can be slightly corrected using market tools to influence consumers.

Table 1. Employment of graduates of specialists from state and municipal higher educational institutions by groups of specialties and areas


Employed specialists - total
including:
by groups of specialties
physical and mathematical sciences
natural Sciences
humanitarian sciences
Social sciencies
education and pedagogy
healthcare
Culture and art
economics and Management
Information Security
service sector
agriculture and fisheries
geodesy and land management
geology, exploration and development of mineral resources
energy, power engineering and electrical engineering
metallurgy, mechanical engineering and materials processing
vehicles
instrumentation and optics
electronic engineering, radio engineering and communications
automation and control
Informatics and Computer Science
chemical and biotechnology
food and consumer products technology
construction and architecture
life safety, environmental management and environmental protection

Stereotypical behavior. The basis for decision making is consumer habits and behavioral stereotypes. The needs for choosing an educational service are formed gradually, as needed. The main factors of consumer choice are the prestige of the educational institution, the atmosphere in the learning process and price.

Using cluster analysis, the following segments of buyers of educational services were identified, reacting equally to methods of marketing influence. "Affective" market segment(46% of the sample). The average age of buyers is 36 years. The majority of buyers are women (57%). The decision-making process regarding choosing an educational service is based on desires and emotions. Factors of behavior: sociocultural (values and norms, traditions, including professional ones, accepted in the family), marketing (a wide choice of specialties and a prestigious brand of the university), situational (location of the university, presence of a certain specialty). The most important factor in choosing is the high prestige of the educational institution. The price is not significant. "Traditional" market segment(32% of the sample). The average age of buyers of educational services is 47 years. The basis for making decisions about choosing a specialty and educational institution are values and traditions, often passed on from generation to generation. Behavior factors: sociocultural (values and norms, traditions, including professional ones, accepted in the family), economic (tuition price) and marketing (university brand). The most important factors of choice are the breadth and quality of educational services provided by the university. Buyers are committed to further consumer career growth. Price is more important than in the first segment. "Targeted" market segment(22% of the sample). The average age in this segment is 54 years. The basis for making a decision on choosing a specialty and educational institution is a reasonable calculation, a comparison of one’s own capabilities and market demands. Behavioral factors: economic (tuition price), demographic (gender, age, family composition) and marketing (university brand, prestige of specialties). The most important factor in choice is the quality of the educational services provided and the social policy of the university. Buyers are committed to profitable employment and further career growth of consumers.

Thus, the analysis of consumer and purchasing behavior showed that:

Reviewers:

Anichin V.L., Doctor of Economics, Professor of the Department of Organization and Management of the Belgorod State Agricultural Academy named after V.Ya. Gorina, Belgorod.
Rozdolskaya I.V., Doctor of Economics, Professor of the Department of Marketing and Management of the ANO VPO Belgorod University of Cooperation, Economics and Law, Belgorod.

Work received 12/01/2011.

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Bibliographic link

Pryadko S.N. RESEARCH OF THE MARKET OF EDUCATIONAL SERVICES AS A MARKETING INSTRUMENT FOR MAKING PLANNING DECISIONS IN A UNIVERSITY // Modern problems of science and education. – 2011. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=5093 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Currently, the market for special vocational education is actively developing. This also applies to education in the field of stylistics and hairdressing. In this regard, there is a need to use marketing methodology:

– analysis of the vocational education market;

– marketing research of education;

– analysis of the marketing environment of educational institutions;

– behavior of consumers of educational services;

– marketing communications in the field of education;

– marketing management in an educational institution.

First, let's define the concept of hairdresser or hairdresser-specialist.

Hairdresser, hairdresser-stylist- a specialist in the field of creating a person’s style using hairstyles. Among hairdressers, there are the following specializations: specialist in men's haircuts (male master), hair coloring (hairdresser-colorist), women's hairstyles (women's master), men's and women's haircuts (universal hairdresser).

In 2010, primary vocational education institutions graduated 14,391 specialists in the profession of hairdresser, and secondary vocational education institutions graduated 2,390 specialists in the specialty of hairdressing. That is, in total, the number of new specialists is 16,781, according to Rosstat.

The main problem is that it is not possible to find out which institutions, public or private, the young specialists graduated from. The second main problem is the indefinite number of schools and other institutions that train hairdressers. These issues are not addressed in any official data. Rosstat does not count data on the number of such establishments, which already complicates the study of this market.

There is an order dated April 13, 2010 No. 329 “On the approval and implementation of the federal state educational standard for secondary vocational education in specialty 100116 hairdressing.” In this regard, it is logical to assume that all educational institutions in this profile are licensed and there is a register of these institutions. The Ministry of Education does not have such data.

In a journalistic article, where the author Elena Negreskul faced the same problem (to find out the approximate number of schools graduating specialists in hairdressing), it was possible to find out that the Federal Service for Supervision in Education and Science (Rosobrnadzor) reported that the Ministry of Education of the Russian Federation has entrusted the issuance of licenses for educational activities to the territorial districts in which these same educational institutions are located. But, as it turned out, there were no people interested in the summary data. That is why there is no data itself. There is not even data for Moscow and the Moscow region.

For comparison, statistics on this market are kept in the USA and Europe.

In the United States, basic hairdressing education is available in 1,422 schools and academies, and in the 2011 school year, 59,208 hairdressers graduated from them. In Spain, 1067 schools and academies annually graduate about 30 thousand hairdressers.

According to Rosstat, at the beginning of 2010, about 70 thousand hairdressing and beauty salons operated in Russia. That is, in the same year -2010, approximately 16,781 hairdressing graduates were supposed to be employed in these salons - one for every fourth salon.

The most traditional path for those who decide to become a hairdresser is to graduate from a state educational institution. State vocational education is already 75 years old, and it lives by strict laws. The official documents in force today - the Resolutions and Orders of the Russian Ministry of Education - state that in order to obtain the profession of “universal hairdresser” of the 3rd category, you must study for at least 8 months. The pleasure of studying can be extended over 4 years, and then you can leave a lyceum or college as a 5th category specialist, a “technologist”, “technologist with advanced training” or a “fashion designer-artist”.

During Soviet times, the capital had two hairdressing schools and one technical school. With perestroika and the subsequent emergence of beauty salons, an acute shortage of personnel suddenly became apparent, and government institutions were the first to respond to the shortage of specialists, and not in the hairdressing sector - they stopped training masons, and, at the behest of the market, began producing hairdressers, opening special branches. Not everyone coped with the task brilliantly. Today, the state hairdressing diploma in Moscow is issued by 19 educational institutions, including two construction colleges and the College at the Moscow Institute of Economics, Management and Law. However, the flagships still remain the Moscow Art and Pedagogical College of Technology and Design and the College of Service and Tourism 29 (formerly the College of Hairdressing No. 315).

In 2006, changes were made to the Law “On Education”. Traditionally, graduates of schools and lyceums received the working professions of “hairdresser of the 3rd or 4th category.” And colleges and technical schools produced specialists of a higher class - “technologists”, “hairdressers of the 5th category” and “hairdressers-artists-fashion designers”. The reform has virtually erased the boundaries - all educational institutions at the pre-university level can provide secondary specialized education.

In Russia, the state trains specialists at three levels on the basis of primary education, secondary education (specialty “hairdressing”) and advanced level (specialty “fashion designer-artist”).

The training of hairdressers is based on GOSTs - state standards of the profession, which determine what a hairdresser of a certain category should know and be able to do; and Federal State Educational Standard - the federal educational standard, which determines which subjects must be studied and how many hours are allocated for each. The Federal State Educational Standard is being developed by the Federal Institute for Educational Development (FIED), attracting experienced specialists from vocational education institutions.

In addition, educational institutions receive normative and methodological support - explanations on the formation of sample programs, a sample calendar plan and a list of recommended textbooks. The Federal State Educational Standard is a unified standard for all state educational institutions in the Russian Federation, however, 20% of the training time in it is devoted to the implementation of the regional program. This means that the program does not vary much according to the requirements of the regional market.

The state is adjusting its requirements for state standards. The most important adjustment here is Order No. 489 of the Ministry of Education and Science of the Russian Federation dated May 12, 2010 “On the approval and implementation of the federal state educational standard for primary vocational education in the profession 100116.01 Hairdresser.”

It retains the bit system, but a block-modular system appears, and a new assessment category appears - “competencies”

The concept of “competence” is explained by Lyudmila Nikolaevna Malyugina, head of the department of methodological support for continuous professional training of personnel in socio-economic and humanitarian profiles of the Education and Training Center of the Moscow Department of Education: “All training is divided into blocks. This modular system is designed to bring our professional education closer to Western standards. When one part of the training is completed, the student is assessed and found out whether he has enough knowledge, skills and stable skills, how competent he is and can professionally perform a certain type of work. If everything is in order, then in principle it can even start working. He then passes the next block and receives a certification that he has passed the next level. When all levels are passed, a state exam is passed, or a state certification is passed and the person receives a rank.”

Competence means compliance; there is no methodology for assessing these competencies yet, since very subjective qualities are considered.

According to the new Federal State Educational Standards, the state raises the minimum period of training for the profession from 8 to 10 months, and the minimum number of hours of training for the profession of hairdresser - from 1080 to 1424.

The new standards provide for a change in the most important point that causes criticism of vocational education. In the new edition of the Federal State Educational Standards, practical training should occupy at least 70% of the teaching time.

At the moment, practice begins in training workshops. Functionality of the practice: the student’s work is monitored by a teacher who explains, corrects, and adjusts. Also, under the supervision of a mentor, students study in other countries. Not everywhere learning is limited to school. For example, in Germany, a person first finds a salon that will take him on as a student, and only after that he enters a hairdressing school. The same mixed system of training and work in a hairdressing salon in Canada. That is, the student undergoes 2 days of school and 3 days of practice in the salon.

Of course, the knowledge of one master is always less than that of an entire team of teachers at a school that has a methodology. In the UK, the practice of personal training is trending positively. There you can bypass hairdressing school and get a job as an assistant in a salon. But the majority still prefer hairdressing schools, of which there are approximately 13 thousand in the UK.

On the Russian market, there is state vocational education, which guarantees state quality, but there is no practice in salons under the guidance of a master of industrial training. While in other countries the educational and work processes are combined from the very beginning, and the practice of parallel work in the salon allows a hairdressing school student to confidently master the craft. As a result, upon graduation, the student becomes a full-fledged master.

Trends in the hairdressing education market.

According to the new programs, they began to devote more time to theory and less to practice; there is no distribution among salons for practicing skills.

Thus, after studying, masters come to the salon unprepared, from the employer’s point of view. Although many educational institutions position themselves as providing everything necessary to get started, training centers promise to make you a full-fledged specialist by the time you graduate.

In life, there is a gap between promise and reality.

“But at the same time, when they try to bring graduates down to earth and send them to learn something else, they are horrified. We studied for three years, bought an instrument, and again! Few people realize that they can’t do without this, and as a result, there is a guaranteed conflict with the head of the salon” - Anna Shubina, owner of the Fukko beauty salon.

For vocational education, the state guarantee remains attractive for students.

Public education is the standard in training specialists, to which all private schools that train hairdressers are measured. Therefore, more demands are placed on government education.

For example: “Our training center is engaged in advanced training, we teach modern cutting and coloring techniques,” says Vasily Zakharov, founder of the St. Petersburg Vasily Zakharov Hair Design Studio-Workshop. - It happens that people carry with them many system errors, and this can last from middle school. For example, a person does not understand the basics of geometry, and as a result, cannot make a tangential cut. And no one does this in the future. For some reason, we are silent about the fact that the basics of shaping, the basics of modeling are taught without reference to geometry.”

The problem with organizing practice is that the educational institution needs to attract a sufficient number of models. Otherwise, training will take place on dummies - suitable only for the initial stages. Often educational institutions shift this aspect of the practice problem onto the students themselves. In other words, students must provide their own practical training.

Director of the College of Service and Tourism No. 29 Tamara Mikhailova Ryzhova believes: “In Soviet times, we were attached to city hairdressing salons, where students did internships. But when hairdressing salons became private, this opportunity disappeared for students. Only due to the fact that we are the oldest college (we have existed since 1968), which has developed great connections, we were given 5 unprofitable hairdressing salons for training workshops. There is a preferential price list, a haircut costs 90 rubles, and we rent out about 1.5 million rubles in revenue per year.”

As for non-state educational institutions, as mentioned earlier, there is no data on the total number of schools for hairdressers.

There are currently a huge number of such schools in Moscow. This is due to the fact that with a total shortage of personnel for the salon business, salon owners realized that training could be a more profitable business than the salon business itself. Therefore, commercial hairdressing schools open regularly. Among them you can find schools with a good reputation, but there are also fictitious educational institutions.

For non-state educational institutions, licensing requirements are less strict: there are different educational qualifications that you can “lean against”: primary or additional education.

The purpose of primary vocational education is to prepare skilled workers, and people who receive it must master the profession in accordance with GOSTs.

The goals of additional professional education can be more abstract: for example, on the website of the Moscow Department of Education it is said about this: “to master knowledge, skills and abilities, to solve practical problems at a high professional level.” A variety of institutions can realize these goals, including vocational educational institutions or advanced training courses. And it turns out that the specific goal depends on what the training centers themselves plan to provide. And also on what the students themselves plan to take.

Commercial schools decide on the choice of teaching methods.

“In theory, any school can buy teaching methods from the Labor Research Institute, they can be used when opening a school - this approach is proposed by Elena Alekseevna Sokolova. We, of course, wanted to find out how often those who open a hairdressing school take advantage of this opportunity. And at the same time find out how often these teaching methods are updated. But in the register of methods offered by the Labor Research Institute, “training in hairdressing” does not appear. But the Research Institute of Labor told us that today they have nothing to offer in this direction, the old programs developed in the 60s are hopelessly outdated, they were removed from the register long ago. Of course, research institutes can develop such a methodology on a contractual basis, but they are not approached with such a request. Non-state institutions develop methods themselves, and control over the quality of education is, in fact, transferred to the spontaneous market.”

From the point of view of commercial structures, this situation is very profitable. That is, in essence, the educational centers themselves determine how long the educational process will take place, where, and how much it will cost. The type of educational license is also different. And in some cases the internal standard of schools is very high. For example, the Moscow school “Method” operates as a franchise and trains masters using the PivotPoint method.

Director of the Methodology Center Irina Aleksandrovna Romanova says: “We are obliged to maintain the strict PivotPoint standard, which we have been doing for 14 years. And the American side, the franchisor, constantly controls, they can come to us for inspection both during the training process and for exams. It’s a pity that in Russia there are no such clear standards in the profession at all; this is the minus of our domestic school for training hairdressers. In Russian schools, you can get a set of independent recipes, if you draw an analogy with cooking. Yes, if you know the recipe, you can make a vinaigrette, but if you don’t know the rules of flavor combinations, you won’t become a cook at a fusion restaurant. PivotPoint schools teach the whole system, and state college students receive a set of recipes.”

A Western franchise is just one way to open a hairdressing school.

Another is the example of Irina Zaitseva, co-owner of the Proscenium school of stylists: “We can get primary education in a year, we have “drained all the water”, we give only what is necessary, but our requirements are strict. Every student knows: if he does not pass some work, does not pass all tests and certifications, he will never receive a diploma from our school. We are not going to risk our reputation. In general, we can expel a student if he does not fulfill our requirements. Since, in addition to school, we have a salon that gives us financial freedom, we are ready to give up some money rather than waste our energy on someone.”

In commercial education, every subject, every hour increases the final cost of training. In most cases, the amount that students are willing to pay is the basis for pricing.

For example, the Premier educational center promises to train a hairdresser in 2 months. The presentation of courses on the website begins with a statement that the market is especially short of masters for VIP-class salons, and ends with the promise of employment in hairdressing salons. They explained over the phone that in practice 2 months of training is not enough, but 3 is usually enough. In any case, the center says, you will have to study for no more than six months. Although, they add, if desired, it can be done indefinitely. But in just 3 months they promise to teach you how to cut your hair, style your hair and perm, and also give you in-depth knowledge of color. The center “has an educational license, teaches according to the state program and issues a diploma with which you can get a job.” Price: 6 thousand rubles for the minimum set and 7 thousand for each month of training.

On the website of the EuroStyle-1 training center we find the following offer: “Wide-profile hairdresser, training period 2 months. Upon completion of training, a state diploma is issued (in Russian and English). The center’s graduates work in Russia and Europe.” In a telephone conversation they inform you that they teach from “scratch”, but in 2 months you can reach the level “just for yourself” or for an economy class hair salon. For more serious training, it will take from 5 to 9 months, and then you can get several lessons in modeling. It was not possible to find out how much training at EuroStyle-1 costs due to the complex system of announced discounts. There is not a word on the website about the license, nor about the basis on which a state diploma is issued.

In France, Italy and Germany you study for at least two years. In Spain, at the Llongueras Academy, training lasts 26 months or 2280 hours. The basic training course in the British VidalSassoon and Toni&Guy takes quite a long time: in both schools, theory and direct training in cutting, styling, coloring and curling will last 30 weeks.

There is a widespread belief in the Russian market that the profession of a hairdresser can be mastered in a couple of months. Continuing education courses graduate hairdressers who hope to find their place in the market. Owners of salons and hairdressing salons sometimes hire young specialists, but more often than not, salons select specialists with experience.

Like many, the BaroN beauty salon does not accept students. Manager Svetlana Kolevatova says: “After college, everyone gets their hair cut according to a template: everything seems to have been discussed with the client, but the result is still a “cap”. Nobody needs such a haircut today. Maybe lyceums and colleges should invite specialists from AldoCoppola or Dessange at least once a week to teach them how to style their hair in an interesting way. In the meantime... I don’t see any other way for graduates other than to stay on track and invest money in their further education.”

Salons, especially luxury ones, are picky in choosing even experienced professionals; a young specialist does not have the opportunity to find a job there. Although, business class cabins are not always so categorical. For example, VolifertStudio is loyal to young people, they can take a new recruit for an internship, and in the ZigZag salon they are ready to take graduates as students. The NaturelStudio salon even has a unique example where a graduate was independently serving clients within a month. It happens that salon directors submit applications for graduates to colleges or come to final exams to select the best. This happens with colleges that have a good reputation. But even having decided to hire a newly minted hairdresser, salon owners are aware that they are taking a fair amount of risk: only time will tell whether they will turn out to be good hairdressers.

Tatyana Kalita, owner of OblakaStudio: “For salons, our network of initial education is not enough; we need specialists with experience and after advanced training. Beginners can easily get a job in an economy class salon, and it’s very good that they give work to new specialists. I'm all for practice. The more practice and experience, the better the employee, and in 3 years of continuous work you can get very good practical skills.”

When viewing Internet resources, it was found that out of 116 large Moscow salons, 52 salons will not hire a hairdresser with primary education, 44 may hire a hairdresser after testing, and only 20 salons will welcome a new master.

The educational services market in Russia has features that sharply distinguish it from the world. This is due not so much to the uniqueness of the services it offers, but to the fact that a relatively short time period was allocated for its formation. Only now, according to analysts, is it beginning to take on a more or less civilized appearance.

The activities of existing structures in the education system are largely subordinate to the state and depend on its management bodies. Thus, most educational institutions are financed from the budget, while the state provides guarantees to investors who want to invest their funds in the educational services market.

The state determines the procedure for distributing preferential taxation, stimulating the training of specialists in certain specialties, methods of their training, and develops mandatory programs for all educational institutions. Also, the relevant authorities have the right to refuse to issue licenses, conduct certification and monitoring of universities, etc.

The interaction of all participants (pupils and students, organizations that provide training or finance the process, etc.) began to form in the nineties, with the introduction of new economic realities. It was then that non-state institutions first appeared, offering to carry out the educational process on a paid basis. Today it is a rather complex system, which, according to research on the educational services market, is divided into several components.

Firstly, the “white” part, which includes contract departments of state universities, private universities and schools, many specialized course programs (accounting, language learning, driving, programming, etc.). Secondly, this is the “gray” sector, which includes institutions of all forms of ownership and private entrepreneurs who allow distortion of documentation about their activities. The most common form of payment here is “voluntary donations”. And finally, the “black” sector. There are no issued licenses or the activities are carried out outside the prescribed framework. There are systems of bribes at all stages here - from admission to passing exams and tests.

The labor market and the market for educational services are extremely heterogeneous; regional institutions lag behind both in the quality of education and in the level of payment for it. According to statistics, Moscow universities cost students on average 40% more than all-Russian universities. However, the prestige of the establishment often comes first, which Muscovites did not fail to take advantage of.

Today, opening branches in the regions has become very popular. A prestigious university rents premises, hires local teachers, supplies them with a program and teaching aids - and improves the learning process. Often such programs are quite monotonous and limited; enrollment is made only for the most popular specialties in the country (accountants, lawyers, managers, economists).

Despite significant “overproduction,” economic universities continue to lead in the educational services market. About 40% of applicants seek to obtain an economics education, which is explained by their interest in business and entrepreneurship. Related specialties (auditors, analysts) are also quite in demand.

At the second stage there are technical specialties, primarily in the IT field. Their relevance and great opportunities for development and growth do not require proof. Also in demand are PR specialists, marketers, sales managers and brand managers. And rapidly growing retail chains require qualified merchandisers and sales representatives.

Universities also promptly responded to the development of the service sector. This sector of the economy is experiencing a shortage of specialized specialists: restaurant and hotel administrators, medical workers for private clinics. Against this background, the need for lawyers, who a few years ago were leaders in educational services market research, has noticeably decreased.

Today, experts note great prospects for engineers and technologists in knowledge-intensive industries, and translators. The main problem is the impossibility of quickly meeting the changing needs for specialists, since it takes years to train them.