THE ROLE OF STATE IN THE DEVELOPMENT OF SCIENCE AND EDUCATION
Journal Title: VADYBA - Year 2013, Vol 23, Issue 2
Abstract
The technological and consequent economic development at the end of the 20th and beginning of the 21st century were based mainly on the development of information technologies, electronics, bio- and nanotechnologies and so on. But the revolutionary character of innovations when it comes to economic and social progress would be unable to manifest itself without previous adequate changes on the field of science and its influence on the technological and social progress. During the post-war period there was a need for new technological devices and processes what resulted in the science being transformed into the branch of economic production with a specific and rather unique product – scientific discoveries. Similarly, in the end of the 20th century there arises a permanent demand for new discoveries that could be implemented in the specific branches of economic production and also in the certain spheres of social life. Economic and social progress along with the solution of pressing global environmental, social and political problems are often associated with the development of knowledge economy and with the transfer of its product – innovations – into other spheres of economic production. However, the development of the knowledge economy requires the adequate (creative) system of education and training of employees that are absolutely essential for the creation of innovations. Moreover, it also demands corresponding activities from the relevant social subjects that have an imminent interest in the development of knowledge economy and the use of its products. These subjects include commercial businesses (mostly with private capital) and state as a representative of public capital. These subjects have to be aware of their interest in the development of knowledge economy, and they have to coordinate their efforts and activities when it comes to the development of science and education; only then can the development of knowledge economy be truly progressive and effective. This study focuses mainly on the latter of the above mentioned subjects – state – and its science, research and education policy, i.e. the basic components of knowledge economy. The dominant trend in the modern social and economic development in the developed countries is gradual establishment and transition to the knowledge economy. Therefore, the economic and social policies of these countries should prioritise the development of science, research and education. The development of science and education in Slovakia is mostly based on the short-term tasks and current economic, social and political situation. Neither long-term initiatives nor short-term resolutions of Slovak government place knowledge economy and its forming among one of the priorities. As a result, also education, science and research can hardly be counted among the government’s priorities when it comes to the direction of economic and social development. In addition, education, science and research and their importance for the knowledge economy is not properly reflected in the public opinions or values of individuals. The state of the affairs within the higher education, science or research system, their organization and ways of financing are not fit for the successful forming of knowledge society and the development of new economy. The occurring activities of universities, research and scientific institutions that aim to foster the knowledge society are happening not because of, but mostly in spite of the state regulation and state measures in the given fields
Authors and Affiliations
Emília Krajňáková, Herbert Strunz
Keywords
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