Chapter 10 Foreign experience innovation management

10.1. Innovation management

in industrialized countries

10.1.1. National innovation systems and trends in innovation development management

In the last 20 years, it has become obvious that the level of development and dynamism of the innovation sphere - science, new technologies, knowledge-intensive industries - provide the basis for sustainable economic growth. Scientific and technological progress changes the scale and structure of production, has a significant impact on the state of the world economy. In the 1990s the increased pace of scientific and technological changes, the rapid development of science-intensive industries and services gave a new impetus to the acceleration of economic growth in industrialized countries. A new growth paradigm is being formed in the world economy based on the use of knowledge and innovation as the most important economic resources. This predetermined the development of the concept national innovation systems(NIS), which consider the individual elements of the innovation process as interconnected links in a complex system, the functioning of which is ensured by a certain set of institutional factors.

The national innovation system is a complex of legal, financial, organizational and social institutions that ensure innovation processes and have strong national roots, traditions, political and cultural characteristics. The innovation system is formed under the influence of many factors that are objective for a given country, including its size, the presence of natural and labor resources, features of the historical development of state institutions and forms entrepreneurial activity. These factors act as long-term determinants of the direction and speed of evolution of innovation activity. In addition, each NIS is characterized by a certain structure and a certain degree of orderliness, which implies sufficient stability of institutional interaction (at the same time, a national configuration of institutional elements is formed in each country). Models of national innovation systems have been created, within which their national characteristics are formed. These features of the NIS can include a greater or lesser role of the state and the private sector in the implementation of innovative functions, the relative importance of large and small businesses, the ratio of fundamental and applied research and development, the dynamics of development and the sectoral structure of innovation.

Despite the diversity of national scientific systems and their characteristics, a number of general trends can be traced in the management of innovations for the main industrialized countries. These include:

Strengthening the regulatory functions of the state in the innovation sphere;

A. M. Mukhamedyarov. "Innovation Management: Study Guide"

strengthening target orientation innovative developments. At present, the desire of states to widely use innovations to solve such problems as the development of biotechnology, electronics and telecommunications, the protection of environment;

use of large national, intersectoral and global scientific and technical programs;

gradual transition to long-term programming of innovation development. Many companies tend to have long-term innovation programs (10 years or more). The same is true for government scientific and technical programs;

globalization of the innovation sphere, which is manifested in the growing share of foreign funding for scientific research in most developed and newly industrialized countries, as well as in the creation of innovative organizations (divisions) in the regions

with favorable investment climate. The formation of a global innovation sphere based on research networks changes not only the content and priorities of research, but also the nature of corporations, updates the style and methods of management, and creates the foundations of a new corporate culture.

The latest trend is the reduction of direct state participation in the financing of innovation activities. In addition, the integration of various fields of science, technology and production and the development of a system of horizontal links should be attributed to the general trends. Horizontal links such as "industry-industry", "enterprise-enterprise", etc. provide inter-industry technology transfer. The experience of the United States and other countries shows that the creation of a "third link" between science and production as part of the expansion of horizontal ties, i.e., a system of organizations (consulting firms, specialized organizations for the introduction of innovations, consumer services), greatly facilitated intersectoral scientific and technical exchange and contributed to the effective implementation of innovations.

These trends testify to the combination of national and global scientific, technical, and innovative strategies in industrialized countries. Although globalization moves a significant part of innovation activity outside these countries, its foundations still remain national. The main reason is the close dependence of the innovation process on the conditions of each country, the existing relations with the scientific community and consumers, financial opportunities and human resources. All this leads to the development and implementation in every industrialized country of the state innovation policy aimed at creating a favorable climate for the implementation of innovation processes.

10.1.2. Methods of state influence on innovation activity

The implementation of the state innovation policy requires the use of adequate forms and methods of innovation management. AT modern conditions There are many forms of innovation management in different levels(from divisions of corporations to the state). Like any other policy, innovation policy is not the same in different countries, although it is subordinated to one goal - to stimulate innovative activity and the development of scientific and technical potential. In order to stimulate innovative activity, various methods of state interaction are used, which can be divided into direct and indirect. Their ratio is determined by the economy

A. M. Mukhamedyarov. "Innovation Management: Study Guide"

the economic situation in the country and the concept chosen in connection with this state regulation.

Direct methods of state regulation of the innovation process are carried out mainly in two forms: administrative-departmental and program-targeted. The administrative-departmental form is manifested in the form of direct subsidized financing, carried out in accordance with special laws adopted with the aim of directly promoting innovation. The program-targeted form of state regulation of innovations involves contract financing of the latter through the implementation of state targeted programs to support innovations, including in small science-intensive firms. In the USA, the program-target approach is currently used as a particularly important form of pursuing the state scientific and technical policy and the main method of state financing, primarily military space R&D. A special place in the system of direct measures of state influence on innovative business is occupied by measures that stimulate cooperation between industrial corporations in the field of R&D and cooperation between universities and industry.

To indirect methods The impact of the state in industrialized countries is the liberalization of tax laws, in particular the application of tax incentives. In industrialized and new industrialized countries are used the following types tax incentives that stimulate innovation:

Reducing the tax on the growth of innovation costs;

"tax holidays" for several years on the profit received from the sale innovative projects;

Reduction of tax rates on profits directed to commissioned and joint R&D;

Preferential taxation of profits received as a result of the use of patents, licenses, know-how and other intangible assets that are part of intellectual property;

Reducing taxable income by the amount of the cost of instruments and equipment transferred to research institutes, universities;

Providing a research and investment tax credit, i.e. deferring tax payments from profits in terms of costs for innovative purposes;

Deduction from taxable income of contributions to charitable foundations whose activities are related to the financing of innovations.

To indirect methods of influence in the field of innovation policy include legislative acts. They are very diverse and relate to many areas of influence on innovation policy. For example, the patent law that has been in force in the United States for about 200 years has legislated the rights of inventors to their discoveries - intellectual property, which implies the author's monopoly on an innovative solution. This circumstance allows the inventor, like the landowner, to receive "innovation rent", that is, payment for the use of his invention. This situation ultimately has a positive effect on the activity scientific and innovative work in the country.

With all the variety of forms and methods of stimulating innovation activity on the part of government agencies in all industrialized countries, however, something in common can be traced, which makes it possible to single out innovation policy as a specific element of state regulation. So, there is a consistency of innovation policy with all areas of state economic policy; this is manifested in the use of unified economic instruments of state influence that correspond to the chosen economic course.

A. M. Mukhamedyarov. "Innovation Management: Study Guide"

10.1.3. Management structure and organizational forms of innovation activity

AT industrialized countries in the innovation mechanism, managerial and organizational aspects occupy an important place. Many of them carry out multi-stage management and use various organizational forms of innovative relations.

AT The US innovation process management system consists of three levels: higher state, middle state or departmental (sectoral) and lower state or institutional. At the highest state level:

The strategy for the development of science and technology is determined;

Decisions are made on the choice and formation of so-called national priorities;

Financing and control over the implementation of innovative development programs;

Legislative measures are being taken to stimulate the innovation process;

Responsibility is shared between departments. The highest state level is represented by the Congress and the President of the United States, who outline and discuss the general strategic directions of the state scientific and technological policy, formulate

her goals, set and approve national priorities. Within these priorities, government departments enjoy a very wide freedom in choosing specific areas of research and their performers from among laboratories subordinate to departments, universities or laboratories of private firms.

At the middle state or departmental level, the innovation process is managed by branches and types of research, the formation of long-term innovative programs, the selection of performers on the basis of a competition, the conclusion of contracts on behalf of the government, operational control implementation and intradepartmental cooperation. At this level, government agencies for regulating innovation in the United States are the Departments of Defense, Energy, Health, and Agriculture, as well as the National Space Agency (NASA), the Environmental Protection Agency, the National Science Foundation (NSF), which oversees basic research. The National Science Foundation, in accordance with its status, acts as the main federal agency designed to promote the growth of the country's scientific potential and improve the methods of conducting fundamental research. For the NSF, unlike other ministries and departments, the main task is the development of fundamental science. In addition, the NSF regulates the field of scientific research by stimulating mainly basic research, as well as funding large applied research programs and training programs.

At the lower government or institutional level, there are direct Scientific research in state or mixed (private-state) laboratories and the current, operational implementation of programs is carried out.

Public laboratories are funded by the relevant departments and work primarily for these departments. Note that there is no single funding procedure for all departments; none of the existing bodies of state administration at the middle level has once and for all established powers and functions.

A special role among organizations fulfilling government orders is played by mixed federally funded research and innovation centers (laboratories).

A. M. Mukhamedyarov. "Innovation Management: Study Guide"

developments. They use public budgetary resources but are run by universities (22 centers) and private corporations (8 centers). The main scientific institutions include: universities and colleges, state research institutes and laboratories, private research institutes working on order, research centers, industrial laboratories (RI), non-profit corporations, research and production complexes (temporary), research consortiums for the joint implementation of fundamentally new innovative projects.

AT In Great Britain, the management structure and organizational forms of innovation activity are roughly similar to those in the United States. At the same time, there is a difference only in the structure of organizational forms and some of their functions. Thus, the organizational structure of the innovation process management consists of the following elements: universities and polytechnic institutes, state research institutes and laboratories (industry), research associations, commissioned research institutes, research institutes and laboratories of corporations and firms. While the United States is characterized by non-profit corporations and research consortiums for the implementation of large innovative projects by the joint efforts of private companies, in the UK, research associations by industry or product type have developed, for example, the British Research Association for Ceramics and the National Research Development Corporation, which provides assistance lone inventors in the effective use of inventions (innovations)

and carrying out individual innovative projects.

AT Japan in organizational structure government controlled science and technology policy includes the following ministries and departments: Ministry of Foreign Trade and Industry, Science and Technology Administration, National Defense Administration, Ministry of Education, Ministry of Finance, Council for Science Affairs.

The Ministry of Foreign Trade and Industry (MFTI) plays a major role in developing science and technology policy and managing the national innovation system in Japan. Its main task is to coordinate research between state scientific institutions and private industrial firms, as well as determining the future most promising directions development of Japanese industry. It includes many divisions. Eminent scientists from research institutes, representatives of industry and consumer associations take part in the work of these bodies. Other functions of this ministry are: financial support industrial innovations in initial stage their development; collection, processing and transmission to the industrial sector of information about latest discoveries science and technology and research results domestic universities and research institutes.

Control over the implementation of specific areas of innovation is carried out by the Department of Science and Technology. Under the auspices of the MITI is an association of industrial technologies, which deals with the export and import of licenses. The state innovation policy is aimed at turning Japan from an importer of licenses into their exporter.

A comprehensive analysis of the methods and measures, as well as the organizational and managerial aspects of innovation, shows that in the United States and a number of other countries, from the complex of elements that make up the innovation mechanism, at the state level, the main attention is paid to three elements - management, financing methods and innovation legislation, and the organizational element regarded as secondary. At the level of ministries (departments), the main elements of the innovation mechanism are the organizational and financing procedures, while the formation and use of innovation funds are secondary. At the institutional level special meaning have such elements as methods for evaluating the effectiveness of innovations, moral and psychological methods,

A. M. Mukhamedyarov. "Innovation Management: Study Guide"

measures of information and technical equipment, and organizational and managerial elements play a much smaller role.

State of the Special Education System in the 1990s commonly defined as a crisis of the state system of special education and a crisis correctional pedagogy as a science, which is characterized by the following phenomena:

– social marking of a child with special needs as a child with a defect;

- coverage by the system of special education of only a part of needy children, "falling out" of the system of children with severe developmental disorders;

- lack of specialized care for children with mild disabilities;

- Rigidity and non-variability of forms of education;

- the predominance of the educational standard over the development of the child's personality;

As a result of training for specialists, an imbalance between training and development becomes visible.

AT last decade, thanks to the new state guidelines, in an extremely short historical period, the framework of an isolated system of teaching abnormal children was opened, socio-political and ideological barriers were eliminated that hindered the development of the system of special education as a system of assistance and developmental education: private charitable initiatives and patronage of the church over abnormal children, and various confessions were admitted to this at the same time, the rights of parents were sharply expanded compared to the Soviet period. The Law on Education (1991) proclaims the freedom to choose forms of education and freedom in their creation; it became possible to build new forms of educational structures.

Thus, the social order has fundamentally changed, it became necessary to scientifically and methodically provide new social attitudes at all levels, in all aspects.

The objective impossibility of an immediate solution of the new historical super-task on the part of defectologists has led to the fact that defectological science has become the object of massive global criticism.

At the same time, various initiatives began to emerge at the federal and regional levels to introduce non-traditional methods psychological and pedagogical correction, new forms of organization special education, tracing of Western models was carried out. Today, the most competent innovation enthusiasts are beginning to recognize the unproductiveness and dangers of " quick decisions". However, the years that have passed under the sign of a critical attitude towards special pedagogy have played a generally negative role. The right to rethink and restructure the system was not recognized for defectologists. In the minds of the public, they found themselves in a position of opposition to innovations in the field of forms of education for children with developmental disabilities. The whole system of special education began to be assessed unequivocally negatively. Instead of its evolutionary purposeful systematic transformation on the basis of the development of the indisputable achievements of defectological science and practice, an attempt is once again made, characteristic of our country, to revolutionary change the situation, and hence the total destruction of the existing system.

The Institute of Correctional Pedagogy of the Russian Academy of Education considers it fundamental evolutionary development special education systems. Consistent and systematic transformation of the system at different levels is necessary.

The Institute believes that the role of science in the next decade is to solve the following problems:

- to maintain and develop a functioning state system of special education by introducing innovations at the level of variability in the forms of organization, methods and means of training within the existing content of special education;

– purposefully conduct retraining of personnel, maintaining such a level professional competence personnel in the leading special educational institutions of the country, who can provide the highest possible quality of education for a child with developmental disabilities within the existing system;

– to summarize the results of many years of experiments on early (from 0 to 3 years old) psychological and pedagogical correction of children with hearing impairments, intellect, speech disorders in order to create a state system of complex diagnostics and correction of violations of various categories of abnormal children, starting from the first months of life;

- to determine the system of indications for the integration of a child with severe developmental disabilities in mass educational institutions; develop the content and forms of specialized support for integrated children; develop the content and forms of retraining of specialists of mass institutions;

- to rethink the goals, content, methods, means and organizational forms of special education in accordance with the new social order;

– to develop a concept of the new content of special education for children school age with various deviations in development and the corresponding concept of training a new generation of specialists;

– to provide clinical, neurophysiological and psychological and pedagogical study of the contingent of children with complex structure defects that were not previously covered by the state system of education and training. Based on the integration of the results of the Institute's previous studies and data experimental study determine the content, methods, organizational forms of their education;

- based on the study of the general and specific in the development of abnormal children, build the most complete models, scales of the main meaningful lines of the child's development, pointing to them all possible workarounds in achieving milestone tasks.

Socio-economic changes in society have led to serious changes in the education system, so the requirements for scientific knowledge. Special Pedagogy is experiencing crisis period, many actual problems conditioned expansion of rehabilitation space:"horizontally" - there was a need for a wide coverage of various categories of children with developmental disabilities; "vertically" - the need for medical-psychological-pedagogical support and accompanying children of different age groups is recognized. One of the most urgent and little developed problems is the problem early diagnosis and correction developmental deviations.

The system of early aid in our country was created for the deaf. An urgent problem integration, the issue of the possibility and expediency of joint education of children with developmental disabilities and their normally developing peers is discussed. One of the most acute, debatable problems is the problem of integrated (joint) education of children with a normal pace of mental development and children with developmental disabilities.

N.N. Malofeev produced a sociocultural analysis current trends education of persons with special educational needs and came to the following conclusions.

Considering the 1990s in Russia, the beginning of the transition from the fourth to the fifth stage, which Europe experienced in the 1970s, then integration should be recognized as the leading trend in the development of the system in this historical period of time. However, a comparative analysis shows significant differences in the sociocultural conditions for the emergence and implementation of integrative approaches to the education of children with various developmental disabilities.

Russia should consider integration in education as one of several promising ways to develop the system as a whole. There seem to be two possible ways to implement the trend - revolutionary and evolutionary.

Revolutionary the path involves the destruction of the old traditional forms organization of differentiated special education and an attempt to introduce Western models, which can be qualified as a gross methodological error. It would be much more justified to introduce Western models early stages integration occurring in Europe during the 1970s, however, in this case, other socio-cultural conditions make this transfer ineffective as well. Therefore, the most reasonable is evolutionary an approach.

L.S. Vygotsky opened the way to understanding the nature of secondary disorders in abnormal children, "social dislocations", the correction of which should be dealt with by special psychology and pedagogy. Developing the ideas of L.S. Vygotsky, Russian researchers put forward a position on the need to use sensitive periods of the formation of higher mental functions, develop and test comprehensive programs for early (from the first months of life) medical-psychological-pedagogical correction of impaired functions and, on this basis, as early as possible, full integration of the child into the social and general educational environment.

Integration through early correction of impaired functions in the context of goal-oriented general development an abnormal child can be considered as one of the most promising and justified ways to implement the leading trend of the modern period in Russia.

Another major issue in special education is underdevelopment his regulatory framework.

AT last years draft state standard developed general education persons with disabilities, in which an attempt was made to comprehend special educational needs various children with developmental disabilities, the activities of special educational institutions are regulated. However, this document has not yet been approved and exists as a draft.

In our country, special state acts have now lifted political and civil restrictions on children with disabilities in physical and mental development, leading to the following problem.

To date there is not enough information about the features of the mental development of some categories children, in connection with which, the issues of their education and upbringing are poorly developed. These are children with severe speech disorders, children with mental retardation, with early childhood autism, with complex disorders, with behavioral disorders.

There is a problem preschool education children with developmental disabilities. Historically, school-age children were the first to be included in special education. The system of special preschool institutions took shape only in the early 1970s of the last century. Psychological features of preschool children with developmental disabilities are not sufficiently studied, and the system of corrective assistance to them is imperfect.

Acute is the problem of organization early diagnosis and early correction of developmental disabilities in the period from 0-3 years. It is the early and preschool periods that are sensitive periods of the most intensive mental development. During these periods, the morphofunctional maturation of the brain occurs, the main volume of conditional connections is laid, which serves as the foundation for the further development of higher mental functions and the personality as a whole. While the opportunities of the sensitive period are not fully used, there is no complete system early care for children with consequences of organic lesions of the central nervous system.

A center for early diagnosis and correction has been established at the ICP RAO in Moscow, and issues of theory and practice of comprehensive support for the development of children from the first months of life are being developed (Yu.A. Razenkova, E.A. Strebeleva, E.F. Arkhipova, etc.).

Problem social adaptation and vocational training for adolescents and adults with developmental disabilities also needs further development.

Questions and tasks

1. Expand the periodization of the evolution of the attitude of the state and society towards children with developmental disabilities. Name each of the five periods and indicate the chronological dates, in relation to Western Europe and Russia. Do the dates match?

2. What are the positive and Negative consequences Orientation of the domestic system of education of abnormal children to qualified education?

3. Name the most urgent problems of special education at the present stage.

(The work was supported by a grantNo. B-14/13 for graduate students and young scientific and pedagogical workers of BSTU. V.G. Shukhov as part of the implementation of the activities of the Strategic Development Program of BSTU. V.G. Shukhov for 2012-2016)

Today, everyone and everywhere is talking about innovation, the need for a transition to an innovative economy, and the lack of alternatives to the innovative development path. However, the Russian experience illustrates innovation inactivity rather than activity. This leads to legitimate questions that concern not the national level, but the level of enterprises (micro level): why should an enterprise innovate? And, if he needs them, then why in practice, innovation activity shows very modest results. What can demotivate a business? Or maybe he just pursues other goals?

INNOVATION: BREAK OR GONE?

Studies of the impact of innovation on the resulting performance of enterprises and firms have been conducted repeatedly. For example, Stocking A.A. as a result of systematization and analysis of data in various countries ax (France, Germany, Norway, Italy, Canada, Finland and Russia), presented by summaries of surveys of many enterprises, revealed an ambiguous impact of innovations on the economic results of enterprises. In particular, the impact of innovation on productivity, increasing market share, obtaining monopoly power and increasing competitiveness was determined as positive, and on profitability and increasing profitability - as ambiguous. As a rule, such a conclusion is typical for many researchers who analyze the above dependence in the short term. In the long term, only positive influence innovation.

A natural question arises: why are the enterprises of some countries inferior in innovative activity to the business sector of others? Are explanations of the need for innovative development, international recognition of the non-alternativeness of this path and positive economic effects from their implementation not powerful arguments for their general generation?

Even G. Stevens and J. Burley in their work "3000 Raw Ideas = 1 Commercial Success" in 1997 confirmed the existence of a certain pattern of innovation success (see Fig. 1). Initially, out of 3000 creative ideas (Raw Ideas) - their formation takes place as part of the 1st stage of the innovation process - 300 conceptual ideas (Ideas Submitted) are formed for experimentation or filing a patent application (this is how the 2nd stage ends). In turn, of the latter, approximately 125 are sent to obtain a patent and a feasibility study (this is already the 3rd stage). Of the 125 pilot projects, about 9 are being transformed into development projects requiring a detailed economic assessment of the project at the 4th stage. Of the latter, only 4 become innovative projects of the company as a result of trial research and production of a trial batch (5th stage). Only 1.7 projects are commercialized through the production and sale of an innovative product at the 6th stage. As a result, 1 project brings commercial success(7th stage). Based on the foregoing, the possibility of commercial success of the results of the innovation process is minimal and equal to 0.33%. The article pointed out that this pattern remained stable for 40 years (i.e. from 1957-1997).

Source: Greg Stevens and James Burley, 3,000 Raw Ideas = 1 Commercial Success, Research Technology Management, 40(3), May-June 1997, 16-27.

Rice. 1. The formula of G. Stevens and J. Burley "3000 raw ideas - 1 commercial success"

As it turned out, a similar pattern has been preserved up to the present, but with minor changes - simplifications (a total of 5 stages are distinguished). Today, the formula of G. Stevens and J. Burley looks like this: “3000 raw ideas (1st stage) - 100 tested ideas (2nd stage) - 10 ideas in development (3rd stage) - 2 launched projects (4- th stage) = 1 commercially successful idea (5th stage)" or more simply "out of 10 innovative projects, 1 project is implemented" . Having become acquainted with such information, the average entrepreneur is unlikely to prefer such a risky campaign (innovative project) to the implementation of an investment project. But, nevertheless, enterprises of various countries, realizing that without innovation it is impossible to significantly increase their competitive advantages over foreign competitors, actively generate and implement innovations. But does everything depend only on the consciousness of enterprises and the desire to succeed in innovation? To some extent, perhaps. But in this article, we will consider the innovative environment in which enterprises operate, to what extent comfortable conditions can it provide them with innovative projects. The innovative system of the state or the national innovation system acts as such an environment. The classical scheme of the innovation process is shown in fig.

AHEAD OF THE PLANET ALL…

Naturally, the formation of national innovation systems, taking into account the peculiarities of the historical, cultural, social development of states, introduces changes in the quantitative characteristics of the typical scheme of the innovation process. So, if we turn to the annual reports published over the past five years (including the current one) by the leading international business school INSEAD and a specialized agency of the United Nations " World Organization intellectual property” (World Intellectual Property Organization, WIPO), it can be seen that the last three years, Switzerland and Sweden have remained the same leaders.

Table 1

Values ​​of the Global Innovation Index of Leading Countries

for 2008-2013

No. p / p	The Global Innovation Index 2008-2009	The Global Innovation Index 2009-2010	The Global Innovation Index 2011 Accelerating Growth and Development	The Global Innovation Index 2012 Stronger Innovation Linkages for Global Growth	The Global Innovation Index 2013 The Local Dynamics of Innovation
1	USA	Iceland	Switzerland	Switzerland	Switzerland
2	Germany	Sweden	Sweden	Sweden	Sweden
3	Sweden	Hong Kong	Singapore	Singapore	United Kingdom
4	United Kingdom	Switzerland	Hong Kong	Finland	Netherlands
5	Singapore	Denmark	Finland	United Kingdom	USA
6	South Korea	Finland	Denmark	Netherlands	Finland
7	Switzerland	Singapore	USA	Denmark	Hong Kong
8	Germany	Netherlands	Canada	Hong Kong	Singapore
9	Japan	New Zealand	Netherlands	Ireland	Germany
10	Netherlands	Norway	United Kingdom	USA	Ireland
	… 68. Russia	… 64. Russia	… 56. Russia	… 51. Russia	… 62. Russia

Source: Materials from the Annual ReportsINSEADandWIPOfor the period 2008-2013 Access mode: http:// www. globalinnovationindex. org/ content. aspx? page= past- reports

Models of innovation systems in Switzerland and Sweden differ from each other, but at the same time allow these countries to remain among the most innovative for a number of years. Today, the Swiss innovation system is presented as follows: it is a set of developed innovation development centers operating in the cantons, between which there is strong competition in attracting start-ups in the field of medicine and biotechnology, in the development of environmentally friendly energy production technologies. 2/3 of total R&D spending in Switzerland comes from the business sector, not from the state. This is also the case in Sweden, where scientific developments are also produced in the private sector, but within the framework of large multinational corporations (75% of all costs). A large role in the innovation system belongs to the Royal Swedish Academy of Sciences (it assigns Nobel Prizes through the Nobel Committee, thereby determining the vector of development of science in the world). This justifies the emphasis of the knowledge generation block on fundamental sciences and government funding. Applied research is provided through grants and joint projects with large transnational companies. Specially created agencies (there are already more than 600 of them) are engaged in the implementation of innovation policy on the ground.

Let us turn to the innovation system of Singapore, which actively invests in human capital, in education (especially post-higher education). Long time innovative development The country's economy was reduced to borrowing advanced technologies, while at present Singapore is focused on generating innovation, which is the reason for the interest in academic research: it implements programs focused on "importing brains" and searching for gifted youth (grants, subsidies, awards, competitions, fairs, scholarships). The Singapore innovation infrastructure, represented by numerous seed financing funds and government agencies, associations research institutions into two national scientific clusters (ICT and biomedical). The state plays an important role in the development of the innovation system (maintaining five-year planning, coordinating the actions of the participants in the innovation process, significant financial support). Business, in turn, dictates innovation.

Despite the differences in the formation of NIS (in the first two cases, the historical origin of NIS, in the third, artificial creation), common features for the national innovation systems of these countries are active investment in education (in human capital) and Active participation private sector in R&D financing. This pattern is also characteristic of other innovatively developed countries. Thus, in the UK, about 2/3 of R&D funding is provided by business, in Finland - more than 70%. In general, this is typical for all countries whose firms successfully compete in international markets (they are interested in innovation as a tool to increase competitiveness).

INNOVATIVE ACTIVITY: EUROSTAT AND ROSSTAT

In the online version of the "Yearbook of Eurostat 2012" (January 2013) published the results of a study of innovative activity of enterprises in EU member states for the period 2008-2010. The following statistics are given: the highest shares of innovatively active enterprises during this period of time were found in Germany (79.3% of all enterprises), Luxembourg (68.1%) and Belgium (60.9%). It was also noted that more than half total number enterprises in the EU are characterized as innovative. The lowest values ​​were found in Bulgaria, Poland and Latvia (27.1%, 28.1% and 29.9% respectively). If we compare these values ​​with the values ​​of innovative activity of Russian organizations published by the State Statistics Committee for the same period, then the maximum innovative activity (according to the methodology of the State Statistics Committee - the share of organizations implementing technological, marketing and organizational innovations in the reporting year) was noted in 2010 and amounted to 9 ,5%. Within the country, the variation from subject to subject of the Russian Federation ranged from 0.8% (in the Chechen Republic) to 34.3% (in the Magadan region). In 2011, there was an increase in the share of innovatively active enterprises in Russia as a whole to 10.4%.

Let us dwell in more detail on innovation statistics in the context of innovation types. According to the Eurostat methodology, there are three categories of innovators:

1) innovative enterprises that master only product and/or process innovations;

2) innovative enterprises that carry out only organizational and/or marketing innovations;

3) enterprises developed in both these directions.

From fig. 2 it can be seen that the proportional relations innovative enterprises The three types vary from country to country. But in the EU as a whole, the distribution of innovative enterprises in three categories is as follows: 23% of innovative enterprises master product and / or process innovations, 26.4% of enterprises - marketing and / or organizational innovations, and slightly more than half (50.6%) implement innovations both types.

Source: Innovation Statistic // Eurostat Yearbook online (Data from January 2013). – Date Views 07/07/2013http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/

Rice. 2. Ratios of innovative enterprises by type of innovation in the EU-27 countries (excluding Greece) for the period 2008-2010.

The Commission of the Innovation Survey (Community Innovation Survey) found the following regularity: in those countries (EU members) in which there is a high innovative activity of enterprises, the share of enterprises of type 3) is also high. In Germany, Luxembourg and Belgium, the share of such enterprises is noticeably higher (58.7%, 61.5% and 55.4% of the total number of innovative enterprises, respectively). And in countries with low innovative activity, there is a proportionally smaller number of enterprises of the 3) type: in Romania, only 32.3% of innovative enterprises master innovations of both categories, in Latvia - 34.5%, in Poland - 33.3% and in Bulgaria - 29.5%.

In turn, according to the methodology of the State Statistics Committee of Russia, innovatively active enterprises are divided into four categories:

1) organizations carrying out technological innovations;

2) organizations that carry out marketing innovations;

3) organizations implementing organizational innovations;

4) organizations that carry out environmental innovations.

In table. Table 2 shows the share of these organizations in the total number.

table 2

The share of organizations implementing technological, marketing and organizational innovations separately for the period 2009-2011, in % of the total number of enterprises studied

	2009	2010	2011
Technological innovation	7,7	7,9	8,9
Marketing Innovation	2,1	2,2	2,3
Organizational innovation	3,2	3,2	3,3
Environmental innovation	1,5	4,7	5,7
* Compiled by the author according to the State Statistics Committee of the Russian Federation. Access mode: http://www.gks.ru/wps/wcm/connect/rosstat_main/rosstat/ru/statistics/science_and_innovations/science/#

From Table. 2 it can be seen that most of the innovatively active enterprises are carried out precisely by technological ones. It should be noted a significant increase in innovative enterprises mastering environmental innovations. As part of a study of the innovative activity of Russian enterprises (as a result of a bias towards technological innovations), we will focus on the EU experience in mastering product and/or process innovations (we are talking about enterprises of the first type according to Eurostat).

Among Type 1 enterprises in the EU, more than ¼ of the innovators (25.5%) actively cooperate in the field of innovation: cooperation between enterprises, suppliers, commercial laboratories, universities and public research institutes. The remaining 74.5% rely only on their own resources. Most high level innovative cooperation was found in Cyprus (62.3%), Austria (51.0%), Slovenia, Lithuania and Hungary (44.7%, 43.3%, 43.2% respectively). The lowest level of innovation cooperation was indicated in Italy (12.1%), Great Britain (13.7%), Malta (18.5%), Spain (22.3%) and Bulgaria (22.4%) .

In addition, the Innovation Survey Commission investigated the relationship between the size of enterprises implementing product and/or process innovations and their number. It was found that small, medium and large enterprises behave differently: the larger the enterprise, the faster and easier it goes to innovative cooperation. This pattern is observed in relation to all EU member states, with the exception of Latvia, Luxembourg and Iceland, where medium-sized enterprises (according to the Eurostat methodology, they include enterprises with a number of employees from 50 to 249 people) cooperate less than small ones (10-49 people). .) .

To Russian practice. The issue of including Russian big business in innovation cooperation remains open. According to the results of the research communication project of the Expert RA rating agency, it was concluded that the least interested participant in innovation processes is big business. The corporate sector finances only 20% of R&D costs, and the share of R&D costs in the revenue of domestic corporations is 4-6 times lower than that of foreign competitors. The total amount of expenses of the entire large business is more than 2 times inferior to the expenses of the Volkswagen Corporation for research and development. Also in the collection analytical materials Expert Innovations notes that most of the projects implemented by large businesses are aimed at strengthening competitive advantages over foreign competitors.

"Innovative Trends in Education"

Innovation is an innovation. Constant inventions and research allow us to say that education has always been an innovative area, and the emergence of information technology in education has opened up a number of different innovative directions. What pedagogical innovations in education are the most popular today?

It is a mistake to believe that innovations in school are only fundamentally new and large-scale changes in the education system, such as the introduction of the Unified State Examination, electronic diary etc. Modifications of standard pedagogical techniques and methods in order to improve student performance in mastering certain material, can also be called innovations. These innovations in education can be developed by the teacher himself and applied only within a particular class, or they can be approved by the school management for use by the entire teaching staff.

You can consider the types of innovations in more detail by classifying them:

1. By novelty:

absolutely new, first created (discoveries);

containing already known elements (consisting of combined blocks, which in themselves have long been known, but are ineffective).

2. By objects of education :

school renovation;

training and education;

socialization of students;

maintaining the health of students.

3. Types of innovations in education can also be classified according to the scale of their implementation:

in a particular school, team, microdistrict;

throughout the country, region;

4 . By innovation :

the result of collective creativity;

individual project.

5. By sources of innovation:

external order;

own intention.

Now many people are familiar with such concepts as "interactive technologies and methods", "innovations", "multimedia educational materials" and many others. Words at first glance are complex and unknown, but on the other hand they have a similar meaning. And the thing is that the modern school on this stage education must meet certain requirements. This mainly concerns the equipment in classrooms with computers, projectors, that is, information resources.

AT school education there are various pedagogical innovations, and each institution uses its most "established" or traditional innovative technologies in education.

Gaming technologies the most applicable in education, as they are used not only in all lessons in primary, but also in high school.

Learner-centered learning creates conditions for self-determination of schoolchildren in the choice future profession, for better assimilation, elective courses are conducted.

All lessons usehealth technologies, the meaning of which is to exclude the negative impact on the health of the student associated with the process of educational work.

Design and research technology or otherwise productive learning includes active learning, that is, methods of research, collection, generalization of results by the student. Used in computer science classes foreign language, technology and others.

Block - modular technology focused on different kinds independent, feasible work of the student, for example, making visual aids, writing creative work, doing exercises. This technology teaches the child to search for information, to study and gain knowledge in a new way.

Innovative processes in education have their advantages:

First of all , motivate students to cognitive activity especially for design.

Secondly , it is noted that the use of such training creates a more comfortable psychological climate for the student, in particular, relieves tension when communicating with the teacher.

Thirdly , for the child is open creative space, thanks to which the number of high-quality and interesting works increases.

Fourth, Informatization stimulates not only students, but also attracts teachers to more due to the increase in the productivity of his labor and culture. It should be noted that all technologies are closely related to each other and the teacher can combine them in his teaching method.

Thus, modern educational technologies at school can increase the effectiveness of the learning process, bring up a full-fledged, comprehensively developed personality and solve other problems facing educational institution in our society.

"Innovative
trends in education"
Innovation is innovation. Constant invention and search allow
to say that education has always been an innovative field, and the emergence
information technology in education has opened up a number of different
innovative directions. What are the pedagogical innovations in
education today the most popular?

It is a mistake to believe that innovation in school is only a matter of principle.
new and large-scale changes in the education system, such as the introduction
USE, electronic diary, etc. Modifications of standard pedagogical
techniques and methods in order to improve student achievement in mastering
certain material, can also be called innovation. These innovations
in education can be developed by the teacher himself and applied only
within a particular class, or may be approved by the school authorities
for use by the entire teaching staff.
You can consider the types of innovations in more detail by classifying them:
1. By novelty:
absolutely new, first created (discoveries);
containing already known elements (consisting of combined blocks,
which in themselves have long been known, but ineffective).
2. By objects of education:
school renovation;
training and education;
socialization of students;
maintaining the health of students.
3. Types of innovations in education can also be classified according to
the scale of their implementation:
in a particular school, team, microdistrict;

throughout the country, region;
use only by the author of the innovation.
4. By authorship of innovations:
the result of collective creativity;
individual project.
5. By sources of innovation:
external order;
own intention.

Now many people hear such concepts as "interactive technologies and
methods”, “innovations”, “multimedia educational materials” and many
other. Words at first glance are complex and unknown, but on the other hand
have a similar meaning. And the thing is that the modern school at this
stage of education must meet certain requirements. It's in
mainly concerns the equipment in classrooms with computers,
projectors, that is, information resources.
There are various pedagogical innovations in school education, and
each institution uses its most "established" or
traditional innovative technologies in education.
Game technologies are the most applicable in education, as
are applied not only at all lessons in elementary, but also in senior classes.

Student-centered learning creates conditions for
self-determination of schoolchildren in choosing a future profession, for a better
assimilation are conducted elective courses.
Health-saving technologies are used in all lessons, meaning
which is to avoid negative impact on
the health of the student associated with the process of educational work.
Design research technology or other productive
learning includes active learning, i.e. research methods,
collecting, summarizing the results of the student. Used in the classroom
informatics, foreign language, technology and others.
Block-modular technology is focused on various types
independent, feasible work of the student, for example, making
visual aids, writing creative work, doing exercises.
This technology teaches the child to search for information, study and receive
knowledge in a new way.
Innovative processes in education have their advantages:
Firstly, they awaken students' motivation for cognitive
activities, especially design.
Secondly, it is noted that the use of such training creates more
comfortable psychological climate for the student, in particular, removes
tension with the teacher.
Thirdly, a creative space is open for the child, thanks to
which increases the number of high-quality and interesting works.

Fourth, informatization stimulates not only students, but also
attracts teachers to a greater extent due to the increase
productivity and culture. It should be noted that all
technologies are closely related to each other and the teacher can combine them in
his teaching method.
Thus, modern educational technologies at school can
improve the efficiency of the learning process, develop a full-fledged,
a comprehensively developed personality and solve other problems facing
educational institution in our society.