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- instability of GIFC financing due to the current state of the federal budget;
- GIFC insufficiency whose amounts are lesser than training of specialists costs;
- absence of GIFC specialities differentiation even though it is quite obvious that costs to train a nuclear physicist do differ from such to train, say, an economist or a lawyer.
To overcome the shortcomings found during the experiment, The RF Ministry of Education have worked out a number of proposals concerning changes and a more precise/correct experiment’s legal-normative base to its consequent GIFC transition at the second stage (2004 – 2005). The most significant of these include:
- *changing the GIFC categories structure and transition to 3 (three) GIFC categories from initial 5 (five);
- *setting up the top GIFC category for winners of the All-Russia school Olympiads as well as for members of the Russian selected teams which participated in international-class competitions in general educational subjects.
- *changing correlation between the GIFC categories and the sum of the exam points received by the entrants with the lowest one (the 3rd) for school-leavers who got less than 60 GIFC points (it is to be noted that earlier the lowest 5th GIFC category level comprised minimally thirty five points);
- taking in fully paid students who got less than 6o (sixty) GIFC points;
- *rejection of the demand to compulsorily admit (at the GIFC funding) at least 50 per cent of the total number of students admitted; setting up pilot admission values for obligatory GIFC-based admission of students to higher educational establishment;
- *limited number of students studying socially significant for the region subjects with the said higher GIFC financing is determined proportionally to the population quantity of the respective RF region;
- *introduction of the higher GIFC financing for specialities requiring better technical support of the educational process;
- *the third GIFC category is set for persons fully in accordance with the RF legislation granted the right for the out-of-the- competition admission to higher educational establishments.
The new mechanism of the GIFC-based current financing of the higher educational establishments thus tested by the RF Ministry of Education, on the one hand, is targeted towards greater budget support of the students showing high academic achievements as well as those in need of a certain degree of social protection and, on the other hand, inevitably reflects the attitude directed to less rigid requirements as to taking in students on a free of charge basis. With all its positive elements, such an approach does compel higher educational establishments to expand paid admission of students to assure more stable and/or adequate financing.
Concluding, special mention, along with a number of other measures aimed at strengthening the legitimate bases of financing the municipal general educational establishments, should be made of the Federal Decree «On Introducing Changes and Amendments in Certain Legislative Acts of the Russian Federation with Regard to Financing the General Educational Establishments», # 123-FZ, dated July 7, 2003, signed the President of the Russian Federation. According to this document, financial provision of citizens’ state guarantees for generally acceptable and free education in the municipal general education systems should be made through subventions to the local budgets in the amount necessary to practically implement the state general education standard. Such subventions are intended to cover the current costs on wages/salaries of employees of the municipal general education establishments, the expenditures on buying the needed training supplies, the technical educational aids, expendable materials (except for communal costs). In other words, all the required current budget expenses to support the respective educational process shall be financed at the respective regional level.
Thus, this law can be considered as quite a real step forward in the higher bodies of the vertical power levels concentration of financial resources process as well as in the greater responsibilities of the RF subjects for practical implementation of the federal authorities in the sphere of municipal level general educational services, taking place in the recent time.
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