Indicators of the Development of Urban Educational Institutions As Factors of the Economic and Spatial Development of the City and Urban Agglomeration, Based on the Results of International Studies Devoted to This Issue[Показатели Развития Городских Образовательных Институтов Как Факторов Экономического И Пространственного Развития Города И Городской Агломерации, С Опорой На Результаты Международных Исследований, Посвященных Данной Проблематике]

In the current economic situation, both in the Russian Federation and in the developed countries of the world, the education system is increasingly becoming a factor of successful economic and spatial development. This is due to the growing importance of intelligence-intensive technologies in improving the efficiency of regional and national economies, in increasing the aggregate rate of return (M. Castels, R. Florida, etc.), with the increasing importance of the level and nature of professional competencies of the working-age population (T. Schultz, G. Becker, P.G. Shchedrovitsky). But in addition, the emerging new socio-economic and spatial systems require, for their normal functioning, purposefully develop the basic (key) competencies and attitudes of the population, which determine the general level of social trust, cooperation, readiness to act according to established legal norms, to understand the new emerging conditions of activity and to rebuild in accordance with them the order and methods of their own actions, etc.d (P. Drukker, R. Florida, O.I. Genisaretsky, etc.). However, concrete, purposefully implemented mechanisms of the impact of a person's competencies and attitudes on the dynamics of the main indicators of efficiency, competitiveness of those economic and economic systems and social entities in which this person is included, which use his abilities, the results of his activities, have not yet been definitively determined . The effectiveness of educational institutions is determined based on the indicators associated with the formation of new knowledge and ideas among schoolchildren, competencies, but not with the use of these new knowledge, ideas, competencies in practice and not with their capitalization within the framework of socio-economic and socio-cultural integrity.