The concept and structure of the surrounding marketing environment. Marketing environment. Topic. Market segmentation

formed from macro environment, representing the economic, demographic, socio-cultural, scientific, technical and political-legal environment, and microenvironment- this is potential consumers, suppliers, intermediaries and competitors. Macro environment and micro environment are external factors not controlled by the enterprise. Changing any of them will change external environment which requires a quick response and optimum adaptation.

Internal environment, which the enterprise can control, consists, firstly, of the current management system, methods and methods for obtaining information about the market, planning and controlling activities, as well as its organization, and secondly, from the elements of the marketing mix: product, price, conditions and places of sale, promotion. With the help of factors of the internal environment, the enterprise adapts to changes in the external environment.

Economic environment is largely determined by the ratio of supply and demand, income and prices for goods, the prevailing market situation. If it develops successfully, then it is easier to foresee demand, to determine its structure and trends. In the conditions of unfavorable development of the economy, inflation, deficit, etc. consumer behavior is almost unpredictable.

Demographic environment characterizes the size and age of the population, family composition, migration processes, the dynamics of changes in the educational and material level, etc. "Population explosions" and "baby booms", falling birth rates and aging of the population - all this has a very direct impact on the behavior, tastes and desires of certain consumer groups.

Scientific and technical environment largely determines the fundamental changes in people's lives, the production of material goods, the natural environment. The emergence of new products creates new markets, there is a natural withering away of old industries. Enterprises that do not notice fundamental changes in this area are doomed to bankruptcy and disappearance. At the same time, the achievements of scientific and technological progress lead, on the one hand, to a shortage and an increase in the cost of certain types of raw materials, pollution environment, and on the other hand, to the emergence of fundamentally new industries for the production of alternative materials, nature protection, etc.

Socio-cultural The environment is a system of life values ​​that shapes the behavior of consumers, the attitude of people towards each other, society, and nature. Emerging traditions, customs, stereotypes have a significant impact on consumption within a given territory, but they can be completely different elsewhere.

Politics-legal environment establishes the framework for entrepreneurial activity. It gives rise to legislative acts, determines the role government agencies and public institutions in the economic life of society, creates conditions for the development of a market-competitive sphere of activity and the "rules of the game" for market entities.

Among the elements of the marketing microenvironment discussed below, the most important are potential consumers. These may be individuals and households, manufacturing enterprises, resellers, state institutions, foreign clients, etc. Each of them has quite specific requirements for goods, prices, services, etc.

Intermediaries- These are persons and organizations that ensure the promotion of goods and services of the enterprise on the market. These include wholesalers and retailers, agents and brokers, advertising agencies, transport organizations. Intermediaries help the enterprise to identify possible markets for products, speed up the promotion of goods, provide quick information, as well as package and label goods, insure them, etc.

Suppliers provide the enterprise with the necessary material resources. The efficiency of the supply of raw materials, materials, components largely depends on the knowledge of all possible suppliers and their potential, the ability to work with them in direct contact.

A special place in the external microenvironment is occupied by competitors, having a significant impact on the entire range of marketing activities. There are various structures and types of competitive activities. They force the company to closely monitor the behavior of competitors and take the necessary measures in a timely manner to ensure their own advantages.

Review questions

1. Expand the concept, essence and content of marketing.

2. Name the main stages of marketing development.

3. Explain on what basis experts classify the basic concepts of marketing, describe these concepts.

4. What is the marketing environment? How does it relate to production and consumer?

5. What role does marketing play in terms of the formation of a methodology for the market activity of enterprises?

The concept and structure of the surrounding marketing environment

Parameter name	Meaning
Article subject:	The concept and structure of the surrounding marketing environment
Rubric (thematic category)	Education

One of the key concepts of marketing is the concept of the surrounding marketing environment (hereinafter referred to as OMS). OMC is a set of subjects and forces (factors) that are actively operating and influencing the market situation and the effectiveness of marketing subjects. It is customary to distinguish between macro- and microenvironment. The macro environment includes factors of a wide range social plan˸ political, legal, economic, demographic, geographical, national, socio-cultural, scientific, technical, technological, etc.
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None of them is closed for the subject of marketing to one or more legal (and even more so - individuals) persons, but represents the factors of a systemic, general market action.

Unlike other areas of the economy, education has the most extensive, stable and strong feedback with its macro-CMI, because forms whole generations of politicians, lawyers, scientists and other specialists who, in their future activities, begin to determine changes in the CHI. On the other hand, education, to a greater extent than any other field of activity, is affected by the macro-CHI, being essentially its cast.

The microenvironment is represented by forces (specific organizations and individuals) that are directly related to a given marketing subject and ᴇᴦο opportunities. The microenvironment is subdivided into ˸

1. factors beyond the control of the educational institution (including specific suppliers, contractors, consumers, competitors);
2. factors controlled to a certain extent by the management of the educational institution (selection and correction of the field of activity, determination of the goals of the institution, the role of marketing in it, the general level of professionalism and marketing culture of the staff, etc.) The degree of controllability of these factors correlates with the degree of independence of the institution;
3. factors under the control of the marketing service˸ choice target markets(segments), incl. by size, features and depth of development; goals marketing activities, incl. in relation to the image of the institution, ways to promote the educational institution, role in competition; type of marketing service organization; placement of accents, choice of means, making adjustments in the course of performing marketing actions, solving problems.

In relation to the factors of the microenvironment, the subject of marketing is able to control and regulate these relations; at least, he is able to choose on the market those subjects with whom he will have to establish relations (if, of course, this is really a market and there is a possibility of choice on it). Therefore, it is possible to study the microenvironment either in relation to a specific market entity (school, university, other educational institution) or in the most general terms, at the level of modeling. In contrast, the macro environment is common, unified for all subjects of marketing, the market of a given country, region, for specific goods and services. Let us analyze successively the environmental factors marketing macro environment domestic market of educational services and products, and in particular - the market of educational institutions in higher education.

The concept and structure of the surrounding marketing environment - the concept and types. Classification and features of the category "The concept and structure of the surrounding marketing environment" 2015, 2017-2018.

Topic: Marketing Environment

2.External and internal environment

1. The concept of the marketing environment

The marketing environment is a set of active actors and forces operating outside the firm and influencing the possibility of its successful cooperation with target customers. In other words, the marketing environment characterizes the factors and forces that influence the ability of an enterprise to establish and maintain successful cooperation with consumers. These factors and forces are not all and not always subject to direct management from the side of the enterprise. In this regard, a distinction is made between the external and internal marketing environments.

The marketing environment constantly presents surprises - either new threats or new opportunities. It is vital for every company to constantly monitor the ongoing changes and adapt to them in a timely manner.

2.External and internal environment

Marketing Environment- everything that surrounds the enterprise, everything that affects its activities and the enterprise itself.

The firm's marketing environment- a set of actors and forces operating outside the enterprise and affecting the ability of the enterprise to establish and maintain successful mutually beneficial collaborative relationships with target customers.

At the heart of the marketing environment, it is customary to single out the internal and external environment.

External marketing The firm's environment consists of a microenvironment and a macroenvironment. It includes all objects, factors and phenomena that are outside the enterprise, which have a direct impact on its activities. The firm's microenvironment includes the firm's relationships with suppliers, intermediaries, customers, and competitors. The macroenvironment of the firm is represented by factors that are more common to most firms, predominantly of a social nature. These include demographic, economic, natural, political, technical and cultural factors.

Internal environment characterizes the potential of the enterprise, its production and marketing capabilities.

The essence of marketing management of an enterprise is to adapt the company to changes in external conditions, taking into account the existing internal capabilities.

The internal environment of marketing includes those elements and characteristics that are inside the marketing itself. enterprises:

Fixed assets of the enterprise

Composition and qualification of personnel

Financial opportunities

Leadership Skills and Competencies

Use of technology

Enterprise image

Company experience in the market

One of the most important parts of the internal environment is the characteristics of marketing opportunities. They depend on the presence of a special marketing service of the enterprise, as well as the experience and qualifications of its employees.

The micro-environment (environment of direct impact) of marketing includes a set of subjects and factors that directly affect the organization's ability to serve its customers.

When the organization itself is considered as a factor in the external environment of marketing, it means that the success of marketing management also depends on the activities of other (except for marketing) departments of the organization, the interests and capabilities of which should be taken into account, and not just marketing services.

Topic: The main factors of the microenvironment

Microenvironmental factors include:

Suppliers

Marketing intermediaries

Clientele

Competitors

Contact audience

Marketing microenvironment

External microenvironment- business entities with which the company has direct contacts in the course of its activities (consumers, suppliers, competitors: direct, potential)

Direct competitors- enterprises offering similar goods and services in the same markets.

Production of substitute goods - enterprises that produce goods that satisfy the same need.

Potential competitors- enterprises that can enter the target market of the manufacturer.

External Marketing Environment is part of the external environment of the organization as a whole or its external business environment, considered in management courses and characterizing management problems at the organization level.

Suppliers - subjects of the marketing environment, whose function is to provide partner firms and other companies with the necessary material resources. In the context of a network approach to the process of interaction between subjects of the marketing system, it is advisable to study the capabilities of various suppliers in order to select the most reliable and economical supplier in terms of capital and current costs of the company. A comprehensive study of the chain "supplier - firm - consumer" - necessary condition economic evaluation justifying the choice of supplier.

Competitors- firms or individuals acting as a rival in relation to others business structures or entrepreneurs at all stages of the organization and implementation of entrepreneurial activities. Competitors by their actions in the market, when choosing suppliers, intermediaries, consumer audiences, can influence the performance of a rival enterprise, its position and competitive advantages.

Knowing the strengths and weak sides competitors, the company can evaluate and constantly strengthen its production and marketing potential, goals, current and future business strategy.

Intermediaries- firms or individuals who help manufacturing enterprises to promote, deliver to consumers and sell their products. There are trade, logistics, marketing and financial intermediaries. Resellers include wholesalers and retailers. Logistics intermediaries are engaged in services in the system of warehousing, transportation of goods and flow. Marketing intermediaries provide assistance in the system of interaction of the company with all subjects of the marketing system in the field of organization marketing research and optimization of demand for goods and services. Financial intermediaries provide banking, credit, insurance and other financial services.

Consumers- firms, individual individuals or their potential groups, ready to purchase goods or services on the market, and having the right to choose a product, a seller, to present their conditions in the process of purchase and sale. The consumer is the king of the market, so the task of the marketer is to constantly study the behavior of the consumer, his needs, analyze the reasons for deviations in his attitude to the company's product and timely develop measures to adjust the company's activities in order to maintain effective communications with the consumer.

Contact audiences- authorities and administrations (region, etc., mass media workers, public parties and trade union movements, representatives of financial circles).

Topic: The main factors of the macro environment

The macro-environment of marketing is formed by the factors in which the enterprise operates.

The main factors of the macro environment:

Demographic conditions(population size, rate of change, distribution by regions of the country, age and sex structure, mortality and birth rates).

Socio-economic conditions(rate of economic development, size and dynamics of income)

Socio-cultural conditions(traditions, religion, customs, habits, language, level of development of education and culture of the country)

Research inventions and discoveries, the possibility of creating new, more advanced products, updating products)

Natural and climatic conditions(climate, location of the enterprise. Recently, they have been attributed to commercial factors)

Political and legal conditions.

The marketing system functions in a certain environment, which is characterized by constantly changing factors (figure)

Characteristic

environmental factors of the marketing system

Factors

Main characteristics

Natural

Level of development, use of potential natural resources. Sources of fuel and energy resources and raw materials. Environmental indicators, their standards and the level of their compliance.

Demographic

Structure, number, density and reproductive characteristics of the population. Fertility, mortality, stability of family unions, religion, ethnic homogeneity

Economic

Financial position workers, employees and pensioners, their purchasing power. Indicators of the financial and credit system. Economic conjuncture and inflation. The development of the taxation system, its adequacy to the consumer basket of the population. Prices and consumer consumption trends, elasticity of demand

Political and legal

The development of legal protection of the population and legislation accompanying entrepreneurial activity. The presence of foreign policy alliances and programs that ensure the sustainability and stability of the formation and development of market relations. The role of the state in the system of development and adoption of state and government decisions.

Scientific and technical

The state and development of scientific and technological progress in the basic sectors of the economy. The development of privatization and innovation processes subjects of the marketing system. The degree of introduction of new technologies and the level of their development in social production. Indicators of economic and technical safety of existing and promising technologies.

Socio-cultural

The development of the market mentality of the population, the cultural and moral indicators of consumers, organizational and consumer culture, the stability of customs and rituals, the dynamics of cultural behavior.

One of the key concepts of marketing is the concept of the surrounding marketing environment (hereinafter referred to as OMS). OMC is a set of subjects and forces (factors) that are actively operating and influencing the market situation and the effectiveness of marketing subjects. It is customary to distinguish between macro- and microenvironment. The macroenvironment includes factors of a broad social plan: political, legal, economic, demographic, geographical, national, sociocultural, scientific, technical, technological, etc. None of them is closed for the marketing subject to one or more legal (and even more so - individuals) but are factors of a systemic, general market action.

Unlike other sectors of the economy, education has the widest, most stable and strongest feedbacks with its macro-CMI, since forms whole generations of politicians, lawyers, scientists and other specialists who, in their future activities, begin to determine changes in the CHI. On the other hand, education, to a greater extent than any other field of activity, is affected by the macro CHI, being essentially its cast.

The microenvironment is represented by forces (specific organizations and individuals) that are directly related to this marketing subject and its capabilities. The microenvironment is subdivided into:

1. factors beyond the control of the educational institution (including specific suppliers, contractors, consumers, competitors);
2. factors controlled to a certain extent by the management of the educational institution (selection and correction of the field of activity, determination of the goals of the institution, the role of marketing in it, the general level of professionalism and marketing culture of the staff, etc.) The degree of controllability of these factors correlates with the degree of independence of the institution;
3. factors controlled by the marketing service: selection of target markets (segments), incl. by size, features and depth of development; goals of marketing activities, incl. in relation to the image of the institution, ways to promote the educational institution, role in competition; type of marketing service organization; placement of accents, choice of means, making adjustments in the course of performing marketing actions, solving problems.

In relation to the factors of the microenvironment, the subject of marketing is able to control and regulate these relations; at least, he is able to choose on the market those subjects with whom he will have to establish relations (if, of course, this is really a market and there is a possibility of choice on it). Therefore, it is possible to study the microenvironment either in relation to a specific market entity (school, university, other educational institution) or in the most general terms, at the level of modeling. In contrast, the macro environment is common, unified for all subjects of marketing, the market of a given country, region, for specific goods and services. Let us analyze successively the factors of the surrounding marketing macro-environment of the domestic market of educational services and products, and in particular, the market of educational institutions in higher education.

To Components of the domestic marketing environment and their impact on the OS market conditions

Political and legal environment

In the domestic political environment, characterized in last years instability, internal conflict, we can distinguish two main and interrelated groups of processes that are a direct consequence and embodiment of a change in general political orientations in society.

The first group of processes is determined by centrifugal tendencies - the collapse of the USSR, the formation of new sovereign states with independent political orientations and priorities, growing political ambitions and the weight of subjects Russian Federation, regions of Russia.

The second group of processes is generally characterized as a general erosion of the socio-political institutions previously responsible for the education sector.

The change in political orientation, no matter how seriously it may affect the spheres of material production, affects education incomparably more strongly and deeply, and above all, higher education. Its content is changing, incl. not only material, but also spiritual.

This influence is especially significant for domestic higher education, in which the last seventy years have traditionally been dominated by political and ideological considerations and attitudes.

Gone are a number of socio-political disciplines that occupied curricula no less place than the disciplines in the profile of training and specialization. Proclaimed fundamental provisions of many fields of knowledge were denounced.

Complexes of educational and methodological materials are radically updated, including programs, textbooks and teaching aids, educational technologies, target models of specialists. And consequently, those who provide educational services- scientific and pedagogical personnel.

The actual appearance of new political borders between the states - the former republics of the former USSR and the growing loss of "transparency" and permeability by these borders have isolated the interests of the new states in the field of education. Thus, giving national languages ​​in the new sovereign republics a state status (including a demonstrative rejection of the use of the Russian language) has sharply increased, taking into account new political ties, the importance and demand for teaching others foreign languages, incl. not only European, but also Turkish, Arabic. Due to the loss of the exclusive status of the Russian language, the status of the English language as a common language has additionally risen. business relations. Changes in language needs have affected not only people of indigenous nationalities, but also the Russian-speaking population in most of the new states, as well as in Russia itself, where until now there was practically no demand for knowledge of the languages ​​of the peoples of the former USSR.

The new frontiers posed qualitatively different problems for educational institutions and educational management structures. The first problem that arose was the organization and payment of "additional education" for students from other states during the transitional period of sovereignization. In turn, radical changes were required in the existing division of labor in relation to the profiles of training specialists, not only in connection with the new geopolitical situation, but also due to internal political changes, overcoming the old, sectoral structure of higher education. New problems have arisen in the organization of retraining of scientific and pedagogical personnel, logistical and educational support.

Each of these and many other urgent problems of education can be solved only over a significant period of time, require large material costs and human resources of the highest level of qualification. Russia, as well as all other former republics of the USSR, needs its own national-state program for building a school system, training and educating new generations of new personalities and specialists.

This is all the more difficult to implement in a situation where almost all socio-political institutions that were responsible for and promoted education (the state, trade unions, family, etc.) were either destroyed or seriously deformed, in a state of crisis, preoccupied exclusively with the tasks of survival. First of all, this applies to state educational authorities.

The hypertrophy of the role of the state in education was characteristic of the Russian Empire at the beginning of the nineteenth century. Consider, for example, the situation with respect to higher education.

In 1802, ministries were created instead of the Petrine Collegia, and in particular the Ministry of Public Education, which was supposed to be in charge of the system of higher education that had not yet been created. The statutes of the emerging universities were entirely oriented towards authoritarian methods of government, primarily because the state created universities to train officials for service in state departments, i.e. for their needs, in their caste interests. The hypertrophy of statehood gave rise to the infantilism of the university as a defining feature of the target model of specialist training in higher education in Russia for a long time.

The stage of strict control and stagnation of higher education, which ended by the second half of the nineteenth century, found its continuation three decades later in a new period of confrontation between the state and education. From 1881 until the defeat of tsarist Russia in the war with Japan, the state not only censored education, but also actively cut off representatives of the peasantry and other lower strata of society from it, nurtured the principle of appointing rectors by the Ministry, etc.

The authoritarian system of higher education under tsarism was focused on the elite model of higher education and periodically allowed the universities periods of autonomy and independence. Thus, the reforms of Alexander I included the restoration of corporatism of the professorial class. The reform of 1905-1917 provided for the construction of a non-governmental higher school, incl. private and public. However, even during these periods, lecture courses were still censored, students were tested for "reliability," and so on.

Nationalization of the education sector, incl. higher education, in 1917 served as a tool for changing the model of education to a unitary one, which assumed uniformity educational activities and declaratively aimed at eliminating inequality in education. Proposals concerning the autonomy of higher education were rejected at the highest level - by V. I. Lenin. The state became a monopoly owner of education. Any dissent has lost its right to exist, and the corporatism of the professors has degenerated into a perverted form of the "red professors", united exclusively by the principle of "loyalty to the cause of the proletarian revolution".

In the future, for seven decades, the national higher school was subordinated exclusively to the will of its sole owner - the state. Specialist cadres were prepared and distributed to them, according to the infamous "residual principle" it financed higher education, determined its structure, leadership and the very technology of the educational process, it also evaluated (and still evaluates) the results of universities and even summed up the results of their competition. But this competition was not normal competition, in which the judges would be a multitude of consumers operating on the market and presenting their demand for OC. It was a rivalry for the favor of superiors (if it existed at all, not only on paper) and did not in the least rely on the only actually possible basis for competition - labor cooperation of producers of goods and services free in their choice of strategy and tactics.

In 1991, under the auspices of the successor of the Ministry of Higher Education - the State Education of the USSR, there were 550 universities - 60.8% of all universities in the country, the rest - under the leadership of other ministries and departments. In 1993, in sovereign Russia, there were 535 state universities, incl. 129 universities, 28 academies, and 378 institutes in 49 fields of study. Of these, Moscow State University is independent, 220 universities are subordinate to the State Committee of the Russian Federation for Higher Education, 96 - to the Ministry of Education, 62 - to the Ministry Agriculture, 47 - to the Ministry of Health, 41 - to the Ministry of Culture, 69 - to other ministries and departments. 2638 thousand students studied there, more than 240 thousand full-time teachers and more than 12 thousand part-time teachers taught.

Along with state institutions in the Russian Federation, by 1994 over 200 non-state institutions had been created and were functioning. educational institutions different levels vocational education, of which 141 institutions passed the examination and received licenses. In 1993, the management of the system of secondary vocational education was transferred to the jurisdiction of the Committee for Higher Education, in which there were 2609 state secondary specialized educational institutions, incl. 432 colleges providing an advanced level of education. At the same time, 947 intersectoral, regional, sectoral and specialized educational institutions and subdivisions of the state system of advanced training and retraining of personnel functioned on the territory of Russia. The network of educational units of the Russian Association of Business Schools, the Interstate Association of Postgraduate Education, the International Confederation of Associations of Inventors and Innovators, the Knowledge Society of Russia includes over 2 thousand universities of scientific and technological progress, houses of technology and scientific and technical propaganda, institutes for advanced training and retraining personnel, branch institutes and territorial centers of scientific and technical information, schools and institutes of management and business, associations, cooperatives, training centers and courses at enterprises.

The renewed Russian ministries, departments included in them, and even more so the newly created structures, in whose jurisdiction this huge sphere of activity was transferred, found themselves in the face of very difficult tasks.

The government of united Germany has recently faced tasks of this magnitude (that is, the scale of the whole country). Among the first steps towards the reorganization of the German higher education in the territory of the former GDR (new eastern lands) were:

• changing the structure of higher education in favor of higher technical schools, legal, economic, sociological and pedagogical faculties of universities;
• modernization of the infrastructure of universities, incl. buildings, equipment, computer park, funds teaching aids and textbooks;
• the introduction of new criteria for the selection of the teaching corps, with the priority of professional for higher education, rather than ideological qualities;
• development of the exchange of teachers and students between the eastern and western lands;
• decentralization of universities in eastern Germany, the fight against bureaucracy, the expansion of choice for students.

The most important thing about the German experience is that the government finances the change. Starting in 1991, the federal government and the governments of the states pledged each year to allocate DM 2.6 billion for the construction of universities.

For the implementation of programs and the development of training courses for the training of specialists, the need for which is especially great, 2.1 billion marks were allocated (also jointly) for 7 years, which makes it possible to create an additional 12 thousand training places, primarily in the fields of management and informatics. An additional 300 million marks are allocated for the training of postgraduate students, 2 billion marks for subsidies for the construction of housing for 40,000 students, and the government's share here is 600 million marks.

Additional material support for students already in the first year exceeded 650 million marks. Finally, a program to support young scientists and the potential of scientific research is funded in the amount of 4 billion marks.

Is such a solid foundation of progressive change possible in our country? The economic CHI of education will be analyzed separately. There is no doubt that such a broad, thorough program of transformation of higher education in Germany was possible due to such factors as a strong federal government, well-established interaction with state governments and high public authority, broad social support for efforts to develop higher education.

The actual positions and actions of the educational ministries and departments of Russia in recent years have been manifested in unsuccessful attempts to obtain the promised state budget funds. The Ministry of Finance owed them more than 99 billion rubles in 1993 on protected budget items alone. or 25% of the planned volume. The presidential power limited itself to declarations and promises to allocate the necessary resources after the peak of the country's economic crisis has passed.

In parallel, there was an organizational restructuring of the state educational authorities themselves, and the new teaching staff that came to power, incl. genuine talents and innovators of education mastered (not always successfully) a new area of ​​administration for them.

The general instability and unproductive position of the state in relation to education was not overcome. The rejection of the state-paternalistic orientation of education, of many traditional (administrative) control levers was not accompanied by the development of new ones, incl. market instruments of influence on education.

In a broader sense, we can talk about the emerging detachment of socio-political structures and mechanisms from the problems and opportunities of education. Educational priorities were sometimes only declared, as in Decree N I of the President of the Russian Federation of July 11, 1991, and most often they were simply absent in political and government decisions, especially in those designed for the future. Only the centers of social unrest that had already appeared, formed, and resistance in the student, teacher, teaching, rector's environment were extinguished - through episodic, delayed increases in the size of scholarships and wages. Radical and long-term, promising decisions began to be postponed indefinitely.

In 1993, the debt of the Ministry of Finance only to higher education for capital investments amounted to almost 50%.

Universities, having gained independence, autonomy from the state at the moment when they most of all began to need state support, were forced to independently and urgently get out of the difficult situation in which they found themselves due to the inferiority of the previous state policy. At the same time, the state was unable to maintain the prestige of higher education in society, create an effective basis for universities to enter the market, and retain university personnel.

The same applies to non-state, public socio-political institutions. After the ideologized public organizations(Communist Party, Komsomol), and trade unions focused mainly on issues of social protection of workers, there was practically no one to maintain the prestige of education in society. Nor have any new mass and powerful organizations (associations, associations) focused on supporting education emerged. The absence of an organized educational lobby began to affect the society. As a result, according to experts, already in 1991, 36% of physicians and economists, 40% of teachers of technical disciplines (as a rule, candidates of science under the age of 40, i.e. the most promising personnel) were ready and intend to leave universities for non-state organizations.

The concept of political compulsory medical insurance, along with the factors of the executive state power, includes (or merges with them) a number of significant factors, incl. legislative, legal factors. Among them are legislative acts regulating property relations, entrepreneurship, competition, consumer protection, etc. More specifically, this is reflected in profile in the RF Law "On Education".

One of the most important positions of this law is the regulation of property relations in the education system, the powers of subjects (including governing bodies) in the implementation and management of educational activities. The law provided a legal basis for the emergence and functioning of non-state educational institutions, expanded and defined the rights of educational institutions and their teams, limited the ability of government bodies to interfere in the operational activities of educational institutions. This created the legal foundation of autonomy educational institution. At the same time, it is important that in legal terms, the degree of this autonomy is the right to choose the staff of the educational institution.

The law legalized (following the actual practice) commercial, incl. entrepreneurial activity of educational institutions. Thus, for the first time in our country, a legal framework has been laid down for market relations in the field of education.

At the same time, the republics, krais, and oblasts of the Russian Federation received the right to independently determine the content of education in terms of national-regional components of educational standards. It is important that the law provides for the creation of a State Attestation Service independent of the educational authorities, a measure that can be aimed at the actual denationalization of education.

The law also expanded the personal educational rights of citizens, fixed the free education within the framework of state standards, fixed a number of innovations in organizing the remuneration of educators.

Of course, no law can work immediately and in full force if there are no mechanisms for its implementation. Only additional work on the ground, its practical application will enable the legislative initiative to translate into practical norms of behavior in the OS market.