Development of Entrepreneurial Competencies in the Economy (Evidence From Digital Entrepreneurship) - Михаил Николаевич Дудин
Secondary education is best suited to prepare a new generation for the digital economy. On the one hand, currently, digital technologies are easily accessible, and their application does not require large investments. Every person, who is involved in economic life, has the opportunity to acquire such competencies through training and self-development. On the other hand, it is the basic educational skills acquired in secondary school that shape a person's future worldview.
Entrepreneurs need to be critical of the authenticity, reliability, and impact of information and data that are available digitally and be aware of the legal and ethical principles associated with the use of digital technologies. Entrepreneurs should be able to use digital technologies to maintain active citizenship and social integration, to collaborate with others, to be creative for achieving personal, social or commercial purposes.
Companies that have bet on global trends are world leaders. However, how long they will be able to hold out is a big question, largely related to the competencies of their employees. The new model of higher education forms "portfolios of competencies" based on the assessment of the future demand of companies. Its implementation is largely related to the coincidence of three groups of factors: using new technologies (including online education); transiting to the concept of "entrepreneurial university", which combines education, science, and business; and developing end-user demand within the concept of lifelong learning[20]. Skills include the ability to use, access, filter, evaluate, create, program, and distribute digital content. Individuals must be able to manage and protect information, content, data, and digital identities, as well as recognize and work effectively with programs, devices, artificial intelligence, and robots. Working with digital technologies and content requires a reflective and critical attitude to their development, and at the same time — curious, open and promising attitude. This also requires a moral, safe, and responsible approach to the use of these tools. The modern educational policy should be based on approaches, such as the openness of education to external needs and the labor market demands, the needs of society, practical orientation, innovativeness, application of innovative pedagogical technologies focused on developing skills of the 21st century and professional competencies in graduates, competition-based identification and support of the leaders, who successfully implement innovations in practice, informal communication with the business, in particular, the formation of innovative research in the form of startups involving students, etc.
Creating favorable conditions and searching for appropriate models of a public-private partnership with nonformal education operators, supporting them, will contribute to the growth of private investment in this area. The emergence of new operators within a short time will significantly expand the opportunities of citizens, especially in the regions, to obtain appropriate digital skills and learn new professions. One important task is to update the State Standard Classification of Occupations, that is, to develop and approve a list of digital professions based on the requirements of the labor market and digital trends, followed by the development of an appropriate program for their implementation in specialized educational institutions.
Digitalization of the real sector of the economy is the major component of the digital economy and a determining factor in the growth of the economy in general, including the digital industry itself, as a technology producer. In many sectors, digital technologies are the basis of product and production strategies. In order to implement large-scale digital transformations, it is important for domestic enterprises, small and medium-sized businesses, and industry to create conditions and appropriate motivations — from information and marketing to fiscal incentives. In Russia, digital technologies should be accessible both from the viewpoint of organizational and technical access to the relevant digital infrastructure and from the financial and economic standpoints, that is, through the creation of conditions and incentives that will encourage businesses to digitalize. This activity will result in the modernization of the economy, its recovery, and competitiveness. Integration of digital technologies into production processes, or digitalization of industry, is a priority of the state industrial policy. The state policy of stimulating the development of digital competencies of entrepreneurs is carried out in three directions:
• creating Industry 4.0 infrastructure, i.e. industrial parks, and industry-oriented technology centers;
• access to capital to create new innovative industries;
• developing digital skills to train personnel capable of working with Industry 4.0 technologies.
To develop the potential of Industry 4.0 in Russia, it is important to implement the following initiatives.
1) Targeting, i.e. analysis and research of industrial sectors in order to assess competitiveness and development prospects. This work requires the involvement of research agencies, obtaining relevant insights, identifying growth drivers, organizing communication of results, etc. The research results should be used for further planning and reducing risks for potential investors;
2) Informatization of industry, or a program aimed at education and transfer of best practices of IT sector and digital industries to industrial sectors. At present, the industrial sectors lag far behind the trends, technologies, and opportunities of the digital market. The lack of practices on Industry 4.0 driving technologies, as well as insufficient knowledge of innovation and investment management, and managing approaches (agile, scrum) are real obstacles to Industry 4.0. The informatization of the industry should result in the creation
