Empirical Model of Pre-University
Authors: Bolvachev A. I. , Kushnarev K. I. 
Published: July 2022

The purpose of the study. Generalization of the results of creating a pre-university model (on the example of the economic lyceum of the Plekhanov Russian University of Economics) for the general case of organizing specialized schools.

Materials and methods. By the method of selective observation according to the criterion of involvement in the educational process, 226 respondents were selected to conduct a standardized survey. To process the results obtained, methods of mathematical and statistical analysis were used, such as correlation, regression and factor analyzes. To analyze the subjective effectiveness of the pre-university as a form of education, a controlled experiment was conducted.

Research results. The following results were obtained and summarized:

The activities of the pre-university are closely related to career guidance. Students single out vocational guidance work as a key area of work of the pre-university.

The satisfaction of schoolchildren as participants in the educational process depends on the competencies of teachers and satisfaction with the material and technical base of the pre-university.

There are two trajectories of professional self-determination of students. The first one is through the university where the pre-university is located. The second is through the broader needs of the labor market.

The opinion of teachers on the block of professional self-determination is uniform in comparison with schoolchildren. Teachers believe that most students have made a conscious choice and their choice meets the needs of the labor market.

Participants in the educational process believe that the functional model of the pre-university is the most effective. Because of the experiment, results were obtained regarding the subjective effectiveness of pre-university models. The details of the experiment are described in the results of the study and allow us to draw a conclusion about the heuristics of students regarding the learning model.

Conclusion. The results of the study showed that pre-university students are satisfied with the educational process, which is largely related to the competencies of teachers. Just the university, as an organization that accumulates scientists and representatives of the scientific community, can become a costly platform for organizing interaction between talented teachers and talented students.

As a result of the study, differences were established between vocational guidance at the university where the pre-university is located, and general vocational guidance. Both private and general career guidance are aimed at reducing the risks for the student to not fully decide on the choice of profession when entering a university. Empirical Model of Pre-University.

From an economic point of view, the pre-university accumulates the resources of the university in terms of material and technical equipment and, for example, food. This is an important factor influencing the satisfaction of students from the educational process.

The empirical pre-university model, which is based on the functional interaction of pre-university students with university students (the model is shown in Figure 2), proves the importance of strategic research in the field of economics of education and educational policy. The results of the study can be used to develop pre-university schools as a form of school education in order to develop human capital at the stage of schooling and increase the subjective success and satisfaction from the educational process of students.

The authors hope that this article will become a platform for studying the pre-university as a form of school education in the economic and sociological facets of analysis.