Human capital mechanisms of formation and development. Noskova K.A. Multilevel model of human capital formation

Currently, in the theory and practice of human capital (HC), individual, corporate and national human capital are distinguished.

Individual human capital is an accumulated stock of special and special knowledge, professional skills of an individual, allowing him to receive additional income and other benefits in comparison with a person without them.

Corporate human capital- the individual human capital, know-how, intellectual capital, special management and intellectual technologies, including computer and information technologies, which increase the competitiveness of the company, accumulated by the company and is special in comparison with competitors.

- this is a part of innovative (creative) labor resources, leading specialists, accumulated knowledge, accumulated innovative and high-tech share of national wealth, an innovative system, intellectual capital, social capital, as well as the quality of life, which together ensure the development and competitiveness of the innovative part of the economy of the country and the state on world markets in the context of globalization and competition / 1-4 /.

A narrow and broad definition of human capital

There are several definitions of human capital narrow (educational), extended and broad / 1-8 /. As already noted, the socio-economic category "human capital" was formed gradually. And at the first stage, HC included only investments in special education (narrow definition of HC). Sometimes human capital in a narrow definition is called educational HC.

At the second stage, the HC (extended definition) gradually included (this was done, among other things, by the World Bank experts in assessing HC and the national wealth of the countries of the world) investments in upbringing, education, science, human health, information services, and culture and art.

At the third stage of the development of the socio-economic category HC, investments were added in components that ensure the safety of people (separated from the quality of life of the population because of its particular importance, especially for Russia and other developing countries). In the preparation of an effective elite, in the formation and development of civil society (CS). In increasing the efficiency of HC institutional services, as well as investments in improving the quality of life and in the inflow of capital from outside the country.

In a broad definition, national human capital is culture, knowledge, health, professionalism, law-abidingness and innovative creativity of specialists, their social capital, as well as high quality of life and work..

The basic component of HC is the mentality of the people / 1,2 /, including traditions and culture, attitude to work, family, law-abidingness. They have historically been significantly influenced by religions. The determinants of HC are upbringing, education, health, accumulated knowledge, science, quality of life, competition and economic freedom, rule of law and law, security, mobility and creativity of business and citizens.

HC is a synthetic and complex socio-economic category at the intersection of various disciplines and sciences: economics, psychology, sociology, informatics, history, medicine, pedagogy, philosophy, political science and others.

The core of the national HC is made up of the best and globally competitive specialists who determine the growth and efficiency of the use of knowledge and innovation, the efficiency of the entrepreneurial resource, the size and efficiency of the innovation sector of the economy.

For the integral effectiveness of HC, all of its components are important. Poor quality of any of these will reduce the overall quality of the HC. In this case, the negative synergistic and multiplicative effects of the weakening of HC efficiency work with a decrease in the efficiency or quality of any component, as is currently the case in Russia.

In the modern economy, the creative part of the labor force (creative class) is the core of the accumulated national human capital (HC).

It also includes a qualified part of the labor force, which ensures the effective functioning of HC, the environment for its functioning and the tools of intellectual labor. The performance of HC is fundamentally determined by culture and its associated work and business ethics.

From the point of view of an innovative economy, development processes and GDP, human capital can be defined as follows:

Human capital - this is a part of the creative labor resources (creative class), their material high-quality provision, accumulated high-quality knowledge, intellectual and high technologies, which annually create the share of innovative and science-intensive products in GDP, which is competitive in world markets.

The value of accumulated HC is calculated in this case by summing up the shares of innovative products, services and science-intensive products in GDP for the average working life of a generation (for Russia, 30 years).

Human capital in value terms is the share of an innovative economy and its provision in the overall economy of a country.

This approach makes it possible to quantify the national human capital by using integral country international indicators, which, on the one hand, simplifies the calculations, and on the other hand, makes them more reliable.

At all levels of human capital - individual, corporate and national, it is based on special, specific knowledge, skills and technologies that determine the competitive advantages of human capital of the corresponding level.

At all levels of human capital, it also includes additional qualified labor resources, quality of life, tools and technologies that ensure the implementation of the competitive advantages of the national HC, the effective functioning of HC as an intensive factor in innovation, intellectual labor and development.

National human capital

The national human capital includes, in addition to national components, corporate and individual human capital, as well as human capital of households /1-4/.

National human capital is formed through investments in upbringing, education, culture, public health, in improving professionalism, the level and quality of life of the population. Science, knowledge and intellectual capital, social capital, entrepreneurial ability, information support and security of citizens. In economic freedom in its international definition, in the toolkit of intellectual labor, in the environment of the functioning of human capital as a factor in the development of the economy and society.

In this case, social capital refers to connections, relationships and support from other people of a specialist, contributing to an increase in the efficiency of his intellectual labor activity.

Human capital as a stock of knowledge, abilities, skills, experience, high, managerial and intellectual technologies, software of information flows in the form of knowledge, material provision of a high quality of life and work activity can not only accumulate in the investment process, but also materially and morally wear out.

That is, in a simplified sense, the concept of "depreciation" is applicable to HC.

Human capital is an intensive development factor and the law of diminishing returns does not apply to it with a correctly chosen development strategy for HC, economy, statehood and civil society.

In the composition of the national wealth of developed countries, HC prevails in terms of its share (value).

Human capital is an intensive synthetic and complex productive factor in the development of the economy and society, including creative labor resources, an innovation system, highly productive accumulated knowledge, systems for providing professional information, tools for intellectual and organizational work, quality of life, living environment and intellectual activity that ensure the effective functioning of HC and its high performance.

Briefly: Human capital is creative professionals, intelligence, knowledge, high-quality and highly productive work and a high quality of life.

The dominance of corruption and crime devalues ​​knowledge, suppresses creativity and creative energy of people, reduces the quality, efficiency and accumulated value of HC. It turns synergy into a negative development factor, into its brake.

In a criminalized and corrupt country, HC cannot function effectively by definition. Even if it is "imported" external high-quality HC, provided by its inflow. He either degrades, getting involved in corruption and other counterproductive schemes, or “works” ineffectively.

Finland, on the basis of the theory and practice of human capital, in a historically short period of time has managed to move from a primarily resource-based economy to an innovative economy. And to create their own competitive high technologies, without abandoning the deepest processing of their main natural wealth - forests. Finland has managed to take the leading positions in the world in terms of the competitiveness of the economy as a whole. Moreover, the Finns created their innovative technologies and products precisely on the income from timber processing into goods with high added value. They did not keep their incomes in the form of reserves in the banks of the USA and Europe in reserve, but invested them in their people, improving their health, education, increasing their creativity and quality of work. We invested in infrastructure, improving the quality of life, in HC and the economy, in new high technologies.

All this took place not because the theory and practice of HC realized a certain magic wand, but because it became the response of economic theory and practice to the challenges of the time, to the challenges of the knowledge economy emerging in the depths of the post-industrial economy in the second half of the twentieth century.

The development of science, the formation of the information society to the fore as components of a complex intensive factor of development - human capital, have put forward knowledge, education, health, quality of life of the population and the leading specialists themselves, who determine the creativity and innovativeness of national economies.

Countries with accumulated high-quality human capital have enormous advantages in creating stable conditions for the growth of the quality of life, the creation and development of the knowledge economy, information society, and the development of civil society.

That is, countries with an educated, healthy and optimistic population, competitive world-class professionals in all types of economic activities, in education, science, management and other spheres.

The choice of HC as the main factor of development for a developing country literally dictates a systemic and integrated approach in developing the concept and strategies of both human capital itself and a new paradigm, concept and strategy for the country's development. Requires linking with them all other strategic planning documents.

This dictate follows from the essence of the national Cheka as a synthetic and complex factor of development. Moreover, this diktat especially emphasizes the high quality and productivity of labor, high quality of life, work and tools of specialists who determine the creativity and creative energy of HC.

An analysis of the processes of scientific and technological development shows that HC, the cycles of its growth and development are the main factors and drivers of the generation of innovative waves of development and cyclical development of the world economy and society.

Knowledge was gradually accumulated. Education and science developed on their basis. A layer of highly professional scientific, technical, managerial and, in general, the intellectual elite was formed, under whose leadership the next breakthrough in the development of the country was made.

Moreover, the level and quality of HC determine the upper bar in the development of science and economics. And without raising the quality of the national HC to the level of quality and labor ethics required by the innovative economy, it is impossible to jump into the innovative economy of the corresponding TUE and, moreover, into the knowledge economy.

At the same time, the share of unskilled labor in the GDP of developed and developing countries is becoming less and less, and in technologically advanced countries it is already vanishingly small. Any work in a civilized country today requires education and knowledge.

The driver of HC development and an innovative economy is competition in all types of activities.

Competition forms and selects the best specialists, effective management, increases the quality of HC.

Competition encourages entrepreneurs and management to create innovative products and services. Free competition, economic freedom in its international definition are the main stimulators and drivers of the growth of the quality and competitiveness of national HC, the growth of knowledge production, the generation of innovations and the creation of effective innovative products.

The economic growth of the state can be increased by financing various sectors of the economy: human capital, labor force quality, culture and infrastructure. One of the most important tasks of the country is the direct accumulation of spiritual, material and intellectual abilities of a person. The main purpose of the country's expenditures is precisely investment in human capital. To increase the significant opportunities of society, it is necessary to increase the potential of each member of society, increasing the potential, we will achieve a dynamic rate of economic growth. The development of human capital in Russia involves:

• - creation of high-quality conditions for the development and improvement of the abilities of each person, improvement of the living conditions of Russian citizens;
• - increasing the competitiveness of human capital.

At present, a lot depends on the degree of human capital formation, including economic growth.

Human capital is knowledge and skills learned by a person, which play a very important role for him in labor productivity.

The formation of human capital can be grouped into the following groups: institutional, socio-demographic, integration, socio-mental, environmental, economic, production.

In order to ensure the implementation of functions in terms of the formation of human capital in Russia, it is guaranteed:

• - increasing the affordability of housing for citizens through mortgage mechanisms;
• - availability of the consumer lending market;
• - assistance in improving the quality of life and personal well-being;
• - assistance in promoting pension insurance mechanisms.

A conceptual model of human capital formation is shown in Figure 1.

Figure 1 - The concept of the human capital formation model

The formation of human capital is the process of improving the productive qualities of the workforce, providing a high level of education and skill. It is the formation of human capital that is of decisive importance for the country's long-term economic growth. The interaction of people with each other affects the dissemination of knowledge.

On average, the process of human capital formation takes about 15-20 years, this most often leads to a high level of several generations of people within the country.

The leading role in the formation of human capital is assigned to the sphere of culture, which is due to the following circumstances:

• - transition to a more improved type of economic development;
• - development of the market for services in the field of culture.

Human capital is formed from childhood and is considered formed at the age of 23-25. Every child between the ages of 3 and 4 develops a culture of completely free access to any information. The development of the child's abilities gives him the opportunity to freely manage his talents, to invest in his toolbox as many concepts, skills, and abilities as possible. The child's development is influenced by the learning outcomes, which can subsequently influence the development of the labor market. The amount of human capital acquired in the learning process depends on innate abilities. The main period for the formation of human capital is the age from 13 to 23 years. This is a period of hormonal explosion, puberty, when nature gives the growing body a burst of enormous energy. This energy must be transformed (sublimated) at the stadium in order to improve health, on the student bench and in the theater, in order to receive education and culture, to learn to set and achieve goals in life, to overcome obstacles. A person can become a skilled worker by acquiring human capital, which is characterized by a high content of knowledge, promotes innovation and the development of new ideas. Formed human capital provides a person with a stable income, status in society, and self-sufficiency.

A feature of the process of human capital formation is that:

• - life expectancy makes the acquisition of human capital relatively more attractive for people of any level of ability;
• - increased innate abilities facilitate the acquisition of human capital.

Knowledge and skills embodied in a person are difficult to separate from human health, which also determines labor productivity. Public health policy is the key to effectively building human capital. Access to health care and proper nutrition increases life expectancy and helps people become more efficient at work. As the life expectancy of the population increases, then society benefits from the experience and skill of people, which allows them to do their job more efficiently.

The basis for the formation of human capital is the acquisition of new knowledge and skills. Skills building is becoming a priority for the country's economic development. Education is an important tool for building human capital. Education contributes to the improvement of the quality of life of people and the exercise of their civil rights and obligations. Education makes a person's life richer by developing cognitive and social skills and educating people about their civil rights and responsibilities.

Workers with higher education are more productive than those with secondary education. Workers with secondary education are more productive than those with primary education, and workers with primary education are more productive than those with no education.

Educated people have higher skills and are able to do their job effectively, and have a wider arsenal of tools to solve emerging problems and overcome difficulties. They are also better suited for more complex jobs that are often associated with higher wages and greater economic benefits.

For the well-being, human well-being, the formation and accumulation of human capital is the main goal of the state's economic policy. State forms of education are one of the most important means of forming human capital among low-income groups of the population. People from low-income strata of the population, having no access to physical and financial resources, while having a high cost of their own human capital, acquire the ability to earn and influence the level and quality of life.

Countries can invest in public schools as well as in adult education to reap these benefits and help build human capital.

Building human capital through education and training promotes investment, spurs the development and deployment of new technologies, and increases productivity per worker. However, the links between education, inequality, human capital creation and economic development and growth are complex and often unique to a country's context.

Human capital accumulation precedes economic growth and serves as the basis for economic growth. The accumulation of human capital is investment in education and training. Investment in education is a tool that influences labor incomes in the life cycle of people. The degree of accumulation of human capital varies by culture, country, region of residence of the bearer of human capital. Human capital can accumulate before a person retires. Human capital accumulation, being endogenous, responds to incentives associated with a change in technological knowledge. Human capital accumulation tends endogenously to zero some time before retirement. Older workers have low motivation for vocational training (retraining).

Developed countries have more financial resources to invest in human capital accumulation. In less developed countries, labor productivity is very low. To increase this potential, there is a need for the formation of human capital. In developing countries, the formation of human capital is carried out by the provision of public services for the introduction of new production methods and the creation of an education system.

The development of human capital occurs through the creation of comfortable living conditions: income growth, good roads, landscaped courtyards, modern medical and educational services, as well as a cultural environment.

The state of human capital in least developed countries is reflected in the Human Capital Index indicators related to education, health and nutrition:

• - percentage of the population undernourished;
• - mortality rate among children under the age of five;
• - the overall indicator of the education of children in secondary school;
• - indicator of literacy among the adult population.

The complementarity of human and physical capital in the economy leads to an acceleration of investment in human and physical capital in the long term.

Along with the priority development of human capital and the service economy, the basic sectors of industry, transport, construction and the agricultural sector will be the most important sectors for the implementation of knowledge, employment and income generation in the next 10-15 years. It is in these sectors that Russia has significant competitive advantages, but it is here that the main barriers to growth and efficiency gaps have accumulated. Intensive technological renewal of all basic sectors of the economy, already based on new information nano- and biotechnologies, is the most important condition for the success of innovative socially oriented development and the country's success in global competition.

An increase in the productive qualities of the workforce can be increased by providing higher levels of education and skills.

The formation of human capital increases the income, level and quality of life of people, and is also an important factor in increasing labor efficiency.

The theory of human capital began to be dealt with back in the 19th century. Then it became one of the promising directions in the development of economic science. Already from the second half of the twentieth century. it has become a major achievement, primarily in the economics of education and labor. In the economic literature, the concept of human capital is considered in a broad and in a narrow sense. In a narrow sense, "one of the forms of capital is education. It was called human because this form becomes part of a person, and capital is due to the fact that it is a source of future satisfaction or future earnings, or both together." In a broad sense, human capital is formed through investment (long-term investment) in a person in the form of costs for education and training of labor force in production, for health care, migration and search for information on prices and incomes.

In the "Economic Encyclopedia" human capital is defined as "a special type of investment, the aggregate of costs for the development of human reproductive potential, improving the quality and improving the functioning of the labor force. Human capital objects usually include knowledge of a general educational and special nature, skills, and accumulated experience. For more full and detailed characteristics of human capital use a functional approach.The principle of functionality of the definition characterizes the phenomenon not only from the point of view of its internal structure, but from the point of view of its functional purpose, final target use.

Therefore, human capital is not just a collection of skills, knowledge, and abilities that a person possesses. First, it is the accumulated stock of skills, knowledge, and abilities. Secondly, it is such a stock of skills, knowledge, abilities that is expediently used by a person in a particular sphere of social reproduction and contributes to the growth of labor productivity and production. Thirdly, the expedient use of this stock in the form of high-performance activity naturally leads to an increase in the employee's earnings (income). And, fourthly, an increase in income stimulates and motivates a person through investments that may relate to health, education, etc., to increase, accumulate a new stock of skills, knowledge and motivations in order to use it effectively again in the future.

Features of human capital:

1. In modern conditions, human capital is the main value of society and the main factor of economic growth;

2. The formation of human capital requires significant costs from the person himself and the whole society;

3. Human capital in the form of skills and abilities is a certain stock, i.e. can be cumulative;

4. Human capital can wear out physically, change its value economically and be depreciated;

5. Human capital differs from physical capital in terms of the degree of liquidity;

6. Human capital is inseparable from its carrier - a living human person;

7. Regardless of the sources of formation, which can be state, family, private, etc., the use of human capital and the receipt of direct income is controlled by the person himself.

In the economic literature, there are several approaches to the classification of types of human capital. Types of human capital can be classified by cost elements, investment in human capital. For example, the following components are distinguished: the capital of education, the capital of health and the capital of culture.
From the point of view of the nature of promoting the economic well-being of society, there is a distinction between consumer and productive human capital. Consumer capital creates a stream of services consumed directly and thus contributes to social utility.

It can be creative and educational activities. The result of such activities is expressed in the provision of such consumer services to the consumer, which lead to the emergence of new ways of satisfying needs or increasing the efficiency of existing ways of satisfying them. Productive capital creates a flow of services, the consumption of which contributes to public utility. In this case, we mean scientific and educational activities that have direct practical application in production (creation of means of production, technologies, production services and products).

The next criterion for the classification of types of human capital is the difference between the forms in which it is embodied. Living capital includes knowledge embodied in a person. Inanimate capital is created when knowledge is embodied in physical, material forms. Institutional capital consists of living and non-living capital associated with the production of services that meet the collective needs of society. It includes all governmental and non-governmental institutions that promote the efficient use of two types of capital.

By the form of training employees in the workplace, one can distinguish special human capital and total human capital... Specialized human capital includes skills and knowledge acquired as a result of special training and is of interest only to the firm where they were obtained. Unlike special human capital, general human capital is knowledge that can be in demand in various spheres of human activity.

Thus, with the existence of a large number of definitions and types of "human capital", this concept, like many terms, is a "metaphor, transfers the properties of one phenomenon to another according to a common feature for them." Human capital is the most important component of modern productive capital, which is represented by a rich stock of knowledge, developed abilities inherent in a person, determined by intellectual and creative potential. The main factor for the existence and development of human capital is investment in human capital.

The theory of human capital began to be dealt with back in the 19th century. Then it became one of the promising directions in the development of economic science. The economic category "human capital" was formed gradually, and at the first stage it was limited to knowledge and a person's ability to work. Moreover, for a long time, human capital was considered only a social factor of development, that is, from the point of view of economic theory, a cost factor. It was believed that investments in upbringing and education are costly. Already from the second half of the twentieth century. the attitude towards human capital and education has gradually and radically changed, and this economic category has become the main achievement, first of all, in the economics of education and labor. Initially, human capital was understood only as the aggregate of investments in a person that increases his ability to work - education and professional skills. In the future, the concept of human capital has expanded significantly. The latest calculations made by experts from the World Bank include consumer spending - the cost of families for food, clothing, housing, education, health care, culture, as well as government spending for these purposes.

For the first time the term "human capital" appeared in the works of American economists Theodore Schultz and Gary Becker.

G. Becker considered human capital as a set of skills, knowledge and skills of a person, and according to T. Schultz's definition, human capital is a person's acquired valuable qualities that can be enhanced by appropriate investments. However, T. Schultz and G. Becker paid more attention to explaining and defending the idea of ​​an equal role of human capital with material resources in creating the aggregate social product.

For the creation of the "foundations of the theory of human capital" American scientists were awarded the Nobel Prize in Economics - Theodore Schultz in 1979, Gary Becker in 1992. The founders of the theory of human capital gave it a narrow definition, which expanded over time and continues to expand, including all new components of human capital.

In later works, there is no consensus among scientists on the definition and content of "human capital", which can be explained by the complexity and versatility of this phenomenon. That is why there are a large number of definitions of this concept:

• - according to W. Bowen, human capital consists of acquired knowledge, skills, motivations and energy that a person is endowed with and which can be used for a certain period of time in order to produce goods and services;
• - according to Edwin J. Dolan, human capital is capital in the form of mental abilities, obtained through training or education, or through practical experience;
• - according to M.M. Cretan human capital is a universal concrete form of life that assimilates previous forms and is realized as a result of the historical movement of human society towards its present state;
• - B.M. Genkin and B.G. Yudin believe that human capital characterizes the components of human potential that can become a source of income for a household, enterprise and country. Such components can be the physical and creative abilities of a person, his knowledge, skills, activity;
• - according to A.I. Dobrynina, S.A. Dyatlova, E. D. Tsyrenova, human capital is a stock of health, knowledge, skills, abilities, motivations formed as a result of investments and accumulated by a person, which are expediently used in a particular sphere of social reproduction, contribute to the growth of labor productivity and production, thereby affecting the growth of the income of a given person ;
• - V.S. Efimov considers human capital as a universal, independent component of the "production process" that provides additional value for the product. He also identifies three aspects of human capital:
  • a) biological aspect - preservation of human capital: demography + health + activity;
  • b) the social aspect - the development of human capital: education + qualifications + social organization + initiative;
  • c) the economic aspect - capitalization of human capital: production systems + social institutions + infrastructure of opportunities.

Summarizing the above definitions of human capital, several main approaches can be distinguished: most scientists understand human capital as a set of skills, abilities and abilities of a person, others - only those that have been obtained through training, and still others define it through investments and investments in a person that provide savings certain abilities and qualities. Some researchers also include in it the social, psychological, ideological, cultural characteristics of people.

The concept of human capital itself was introduced to explain why education and experience affect wages, and to understand what determines the level of education people receive.

Since each person, one way or another, in his life is faced with such concepts as the need for education, lack of experience when applying for a job, the level of remuneration, everyone is able to subjectively define the concept of human capital.

Often there is a definition of human capital as creative potential, physical, moral, psychological and social health, spiritual qualities, the ability to mobility of a person. In addition, human capital implies an accumulated stock of health, knowledge, abilities, culture, experience, which are expediently used for productive activities to create products and services, which increases the income of a person, enterprise, society.

For a more complete definition of human capital, the following features should be taken into account:

• - today human capital is the main value of society and the main factor of economic growth;
• - the formation of human capital requires high costs both from society and from the person himself;
• - human capital can be accumulated (in terms of knowledge, skills, abilities, experience);
• - human capital can physically wear out, economically change its value and be depreciated;
• - investments in human capital in the future bring its owner a higher income;
• - human capital is inseparable from its carrier - man;
• - regardless of what sources form human capital (state, family, honest), the receipt of income and the use of human capital is controlled by a person;
• - the functioning of human capital is due to the free will of a person, depending on his preferences, worldview and culture.

As a result, we can say that human capital is everything that concerns people, their intelligence, knowledge and experience, and includes other qualities, such as loyalty, motivation and the ability to work in a team. Despite the wide range of definitions of the concept of human capital, its essence is clear: human capital is defined as a measure of the person's ability to generate income, which includes innate abilities and talent, as well as education and acquired qualifications.

In the economic literature, there are several approaches to the classification of types of human capital. Economists classify types of human capital by elements of costs, investment in human capital.

From the point of view of the nature of promoting the economic well-being of society, there are:

• - Consumer capital - creates a stream of services consumed directly. It can be creative and educational activities. The result of such activities is expressed in the provision of such consumer services to the consumer, which lead to the emergence of new ways to satisfy needs or to increase the efficiency of existing ways to satisfy them;
• - Productive capital - creates a flow of services, the consumption of which contributes to public utility. In this case, we mean scientific and educational activities that have practical application in production (creation of means of production, technologies, production services and products).

The next criterion for the classification of types of human capital is the difference between the forms in which it is embodied:

• - Living capital - includes knowledge embodied in a person;
• - Inanimate capital - is created when knowledge is embodied in physical, material forms;
• - Institutional capital - consists of living and non-living capital associated with the production of services that meet the collective needs of society. It includes all governmental and non-governmental institutions that promote the efficient use of two types of capital (educational and financial institutions).

By the form of training employees in the workplace, one can distinguish:

• - special human capital;
• - total human capital.

Specialized human capital includes skills and knowledge acquired as a result of special training and is of interest only to the firm where they were obtained.

Unlike special human capital, general human capital is knowledge that can be in demand in various spheres of human activity.

As a productive factor, human capital can be divided according to the degree of efficiency into negative (destructive) human capital and positive (creative) human capital.

Negative human capital is a part of accumulated human capital that does not give any useful return on investment in it for society, the economy and hinders the growth of the quality of life of the population, the development of society and the individual. Not every investment in upbringing and education is beneficial and increases human capital. Corrupt people, criminals, drug addicts, excessive drinkers and simply loafers are investments in them lost for society and family. An especially significant contribution to the negative accumulated human capital can be made by the active part of the nation - its elite, since it is she who determines the policy and development strategy of the country, leads the nation along the path of either progress, or stagnation or even regression.

Negative human capital requires additional investment to compensate for the accumulated negative capital in the past.

Positive human capital (creative) is defined as the accumulated human capital that provides a useful return on investment in it in the processes of development and growth. In particular, in the development of the education system, the growth of knowledge, the development of science, the improvement of public health, in the improvement of the quality and availability of information.

Thus, with the existence of a large number of definitions and types of human capital, this concept, like many terms, is a "metaphor, transfers the properties of one phenomenon to another according to a common feature for them."

Human capital- a set of knowledge, abilities, skills used to meet the diverse needs of a person and society as a whole. The term was first used Theodore Schultz, and his follower - Gary Becker developed this idea, substantiating the effectiveness of investment in human capital and formulating an economic approach to human behavior.

Initially, human capital was understood only as the aggregate of investments in a person that increases his ability to work - education and professional skills. In the future, the concept of human capital has expanded significantly. The latest calculations made by experts from the World Bank include consumer spending - the cost of families for food, clothing, housing, education, health care, culture, as well as government spending for these purposes. .

Human capital in a broad sense, it is an intensive productive economic development factor, the development of society and the family, including the educated part of the labor force, knowledge, tools for intellectual and managerial labor, living environment and labor activity ensuring the efficient and rational functioning of the Cheka as a productive factor of development.

Briefly: Human capital- it intelligence, health, knowledge, high-quality and productive work and the quality of life .

Human capital is the main factor of formation and development innovative economy and knowledge economy as the next highest stage of development.

One of the conditions for the development and improvement of the quality of human capital is - high economic freedom index.

Use human capital classification :

Individual human capital.

Human capital of the firm.

National human capital.

In the national wealth, human capital in developed countries ranges from 70 to 80%. In Russia, about 50%.

[put away]

1 History of the issue

2 Broad definition of human capital

3 National human capital

4 Estimates of the value of the national human capital of the countries of the world

5 National human capital and historical development of countries and civilizations

6 The structure, type and methods of assessing the value of human capital

• 6.1 Structure

  6.2 Types of human capital

  6.3 Methods for assessing the cost of human capital

7 Human capital is the main factor in the formation of the "knowledge economy"

8 Notes (edit)

9 Literature

Background [edit | edit source]

Elements of the theory of human capital (HC) have existed since ancient times, when the first knowledge and the education system were formed.

In the scientific literature, the concept of human capital (Human Capital) appeared in publications of the second half of the 20th century in the works of American economists Theodore Schultz and Gary Becker (1992). For the creation of the foundations of the theory of human capital (HC), they were awarded the Nobel Prizes in Economics - Theodor Schultz in 1979, Gary Becker in 1992. He made a significant contribution to the creation of the theory of human capital and a native of Russia Simon (Semyon) Kuznets, who received the Nobel Prize in Economics for 1971

The theory of human capital is based on the achievements of institutional theory, neoclassical theory, neo-Keynesianism and other private economic theories. Its appearance was the response of the economic and related sciences to the demand for the real economy and life. There was a problem of in-depth understanding of the role of a person and the accumulated results of his intellectual activity on the pace and quality of development of society and the economy. The impetus for the creation of the theory of human capital was the statistical data on the growth of the economies of the developed countries of the world, which exceeded the calculations based on taking into account the classical factors of growth. Analysis of the real processes of development and growth in modern conditions led to the establishment of human capital as the main productive and social factor in the development of the modern economy and society.

T. Schultz, G. Becker, E. Denison, R. Solow, J. Kendrick contributed to the development of the modern theory of human capital , S. Kuznets, S. Fabrikant, I. Fisher, R. Lucas and other economists, sociologists and historians.

The concept of human capital is a natural development and generalization of the concepts of the human factor and human resource, however, HC is broader economic category .

The economic category "human capital" was formed gradually, and at the first stage it was limited to knowledge and a person's ability to work. Moreover, for a long time, human capital was considered only a social factor of development, that is, a cost factor, from the point of view of economic theory. It was believed that investments in upbringing and education are unproductive and costly. In the second half of the 20th century, the attitude towards human capital and education gradually changed dramatically. .

So, S. Fisher gave the following definition of Cheka: “Human capital is a measure of the person's ability to generate income. HC includes innate ability and talent, as well as education and acquired qualifications. " At present, this definition can also be considered the definition of HC in a narrow sense.

Simon Kuznets, among the constraints on the use of the experience of advanced countries by developing countries, put in the first place the starting potentials of physical capital and human capital. As you can see, Simon Kuznets ranked the sufficiency of the accumulated starting human capital in the first place among the factors that determine the successful application of the accumulated experience of advanced countries. And this is no coincidence. A high level and quality of the accumulated HC are necessary for the accelerated implementation of institutional reforms, transformation of the state, technological renewal of production, market transformations of the economy, etc. growth of per capita GDP and an increase in the level and quality of life of the population. Thus, human capital, according to Kuznets, is the main dominant of the possible stable growth of the economies of developing countries.

American economist Edward Denison(contributed to this problem Robert Solow , John Kendrick and others) developed a classification of economic growth factors ... Of the 23 factors he selected, 4 relate to labor, 4 to capital, 1 to land, 14 characterize the contribution of scientific and technological progress. According to Denison , economic growth is determined not so much by the number of expended factors as by their quality and growth of this quality. First place Denison delivered quality workforce. From the analysis of US economic growth in 1929-82.

Denison concluded that the determining factor in the growth of output per worker (labor productivity) is education, the most important component of human capital.

T. Schulz made a huge contribution to the formation of the theory of human capital at the initial stage of its development, to its acceptance by the scientific community and its popularization. He was one of the first to introduce the concept of human capital as a productive factor. And he did a lot to understand the role of human capital as the main engine and foundation of industrial and post-industrial economies.

Schultz considered the main results of investment in a person to be the accumulation of people's ability to work, their effective creative activity in society, maintaining health, etc. He believed that human capital has the necessary characteristics of a productive nature. HC is able to accumulate and reproduce. According to Schultz's estimates, of the total product produced in society, not 1/4 is used for the accumulation of human capital, as follows from most theories of reproduction of the 20th century, but 3/4 of its total value.

G. Becker, perhaps, was the first to transfer the concept of Cheka to the micro level. He defined the human capital of an enterprise as a set of skills, knowledge and skills of a person. As an investment in them, Becker took into account mainly the costs of education and training. Becker assessed the economic efficiency of education, first of all, for the worker himself. He defined additional income from higher education as follows. From the income of those who graduated from college, he subtracted the income of workers with secondary education. The costs of education were considered both direct costs and opportunity costs - lost income during training. G. Becker estimated the return on investment in education as the ratio of income to costs, having received about 12-14% of the annual profit.

In 1992, Professor of Economics and Sociology at the University of Chicago, GS Becker, was awarded the Nobel Prize in Economics for "Extending the scope of microeconomic analysis to a wide range of aspects of human behavior and interaction, including non-market behavior." Becker's main books, The Economics of Discrimination, Human Capital, and A Treatise on the Family, are devoted to various aspects of human capital theory.

Becker made special contributions to the theory of competition, strategy and firm development. He introduced the distinction between special and general investment in man. And he emphasized the special importance of special education, special knowledge and skills. Special training of employees forms the competitive advantages of the company, the characteristic and significant features of its products and behavior in the markets, ultimately, its know-how, image and brand. Firms and corporations themselves are primarily interested in special training, and they finance it. These works by Becker became the basis for the creation of modern theory of the firm and competition.

Becker, within the framework of the theory of human capital, investigated the structure of the distribution of personal incomes, their age dynamics, inequality in wages for men and women, etc. He proved to politicians and entrepreneurs, using extensive statistical material, that education is the foundation for increasing incomes and wage earners. both employers and the state as a whole. As a result, politicians, financiers and entrepreneurs began to view investment in education as a promising investment that generates income.

Becker in his works considered an employee as a combination of one unit of simple labor and a certain amount of human "capital embodied in it. His wages (income) - as a combination of the market price of his simple labor and income from investments in a person. Moreover, the main part of the employee's income is , according to Becker's estimates, as well as the calculations of other researchers, it brings human capital .