Comparative Analysis Of The Development Of Cluster Technologies In Education, Science And Development Of Territories In France And Russia[Сравнительный Анализ Развития Кластерных Технологий В Сфере Образования, Науки И Развития Территорий Во Франции И России]

The study examines mechanisms of interconnection and competitive cooperation between educational, research and business structures in the territory, interaction between universities, scientific laboratories and business structures in the development of territories for the innovation and modernization of existing technologies, and the development of digital technologies. The relevance of the study is determined by the contemporary development of individual regions (territories) in different countries around the world, which use cluster technologies as part of the new industrial policy for the development of international competitiveness of individual regions and the entire country. The aim of such networks is not just development, but also the implementation and realization of various products and technologies, including information products and technologies, in a variety of areas of activity. Balanced modern territorial development, including establishment of “smart” cities, is impossible without engaging the local educational structures, companies and scientific institutions in the process. One of the most successful examples of such cooperation is the cluster policy of today’s France, which managed to create a sensible model of interaction between universities, businesses and territorial administration bodies to find successful mechanisms for coordinating efforts of highly diverse structures, directing their actions towards common goals of economic and territorial development. Such experience, adapted to the Russian reality, is highly needed today for the implementation of large-scale programs to overcome the aftermath of the crisis caused by continuing economic and political sanctions against Russia. The Strategy for Scientific and Technological Development of the Russian Federation identifies “transition to advanced digital, intelligent production technologies, robotic systems, new materials and construction methods, creation of Big Data processing systems, machine learning and artificial intelligence” as the top priority of Russia's development for 10-15 years. The main purpose of the study is to substantiate effective models, necessary and sufficient conditions of institutional and infrastructural nature supporting competitive cooperation between science, education and territorial administrations for sustainable, balanced development, creation of innovative products, training of in-demand personnel (based on the generalization of Russian and adaptation of French experience); to study and use the specific tools of interaction mechanisms, incentives for all participants of networks in competitiveness clusters – between educational and scientific units of universities; between universities and business entities, and relations of all participants with the territorial communities. The following main fundamental and applied problems are addressed within the research: - Comparative analysis of the relationship between science, education and territorial administrations at the macroeconomic level; identification of the influence of education and science on the economic and innovative development of territories (regions); - Generalization of foreign experience in promoting digital technologies in the development of competitive cooperation of science, education and territories; - Studying the experience of France (poles of competitiveness, as well as new experimental institutions created by individual decrees of the President of France) in the formation of coordinators of development of the territory (megalopolis, metropolis, region, etc.); - Relevant issues of digital economy and digital state; - Analysis of the Russian experience in cluster development: higher educational institutions, scientific research, business, public administration (innovation clusters of the Ministry of Economic Development and Trade and industrial clusters of the Ministry of Industry and Trade), and the models of their interaction, identifying positive and negative instruments; - Development of recommendations to Russian higher educational institutions and all cluster members to expand their innovation activity in conditions of low demand for innovations; Research methods and methodology: The theoretical and methodological basis of the study are legislative and regulatory documents of the Russian Federation, European countries, international organizations in the field of education and science, cluster initiatives, scientific articles and monographs of modern French and Russian scientists, materials of scientific conferences, as well as a comparative analysis of international databases of key indicators in scientific research, online education, reports of international organizations. Methods of international comparative analysis. Methods of comparative analysis of socio-economic information. Methodology of comparative analysis of educational systems of different countries, taking into account their economic development level. Statistical analysis of regional and territorial development data in the field of education and innovations. Databases used: international statistics, Rosstat statistical compilations “Regions of Russia”, “Tekhuspekh” (Tech Success) rating of innovation-driven companies of Russia, HSE rating of innovation development of the Russian regions, reviews by rating agencies, data from the Ministry of Higher Education, Science and Innovation of the French Republic, National Statistics Institute of France, statistical collections of Eurostat, etc. This research is implemented jointly with scientists of RANEPA partner university - University of Côte d'Azur, the coordinating center of territorial development of Metropolis Côte d'Azur in France. The results of this research can be used to the benefit of: a) RANEPA and other Russian higher education institutions interested in implementing international educational and research programs; b) Ministry of Science and Higher Education of the Russian Federation, c) Rossotrudnichestvo; d) Federal Service for Supervision in Education and Science (Rosobrnadzor) for: - generalizing foreign experience of the interconnection between science, education, business and territorial administrations; - analyzing the Russian experience of new industrial policy: higher education institutions, scientific research, business and state administration; - produce recommendations to Russian higher educational institutions to expand innovation activity given the low demand for innovation. Recommendations on adapting the most successful practices for enhancing the competitiveness of universities in the digital revolution era.