Global Journal of Management and Business Research, B: Economics and Commerce, Volume 21 Issue 5

As for the second component of the student's self-organization dialectic, the authors will demonstrate the features of socialization using the example of Russian schoolchildren before the COVID-19 pandemic. As to the dialectical interrelation between the education and socialization in the process of the human self- organization, several generalizations could be made: 1. According to J. Rasmussen (1983), the structure of the labor market can be divided depending on the categories "Skill", "Rule" and "Knowledge" into three segments. Structuring after the pandemic of the future knowledge economy/ intangible economy will occur mainly due to the third segment of "Knowledge". And in this context of the great importance becomes education, since its result should be the formation of intellectually autonomous personalities. This segment is represented by highly skilled, intellectual workers capable of solving cognitive non-routine tasks; 2. The formation of such an employee is determined by the potential of the secondary school in terms of the qualitative solution of the problem of the third element of the Pinsky triad — “how to study”, according to the PCB theory. From the point of view of the level of the school graduates learning, this should have a triple effect: first, to strengthen such components of their 21st-century skills as competencies and character qualities (Table 1), secondly, to increase the educational success (satisfaction) of students, which, in third, objectively initiates the growth of their economic success (satisfaction). It should be noted that the 1st and 3rd above conclusions have a pronounced relation to socialization; 3. Since the main result of a student's self-organization should be his formation as an intellectually autonomous person capable of creating in a non- material economy of the post-like future, then all budgetary expenditures and private financing of the education system should be interpreted as investments in a future national project. And the effect of its implementation should have a very definite economic assessment. Improving the quality of education in terms of the ability of students to completely overcome the PCB and better process and assimilate information objectively leads to an increase in the number of intellectually autonomous people who can multiply the economic effect in the knowledge economy after the pandemic. Under these circumstances, it is possible to estimate the economic return on the capital invested in education. It should be emphasized that an intellectually autonomous person combines both the qualities of high intellectual abilities, but also the desire to serve the national community (and this is already adequate socialization). Below is the authors' assessment of the relationship between education and socialization of students in the process of their self-organization in Russia. The international PISA study revealed that in 2015 about 28% of the Russian 15-year-old students did not master the minimum necessary skills in at least one of the three areas (natural science, mathematics, and communication on their native language). By the way, in most OECD countries those indicators were much lower. This situation makes it possible to assess the level of educational failure, which prevents the formation of the necessary conditions for achieving a high level of learning and socialization in the country. Besides, the educational failure has certain economic evaluations. So according to experts of the Centre for Strategic Research (Russia) (Centre for Strategic Research, 2018. P.3), the reduction of school unsuccessfulness twice (in our case up to 15% of all unsuccessful) corresponds to an increase in GDP growth by an additional 2% on a 10-year horizon (annual growth of 0.2%), by an additional 5-6% on a 20-year horizon (annual growth of 0.25%) and by an additional 10% on a 30-year horizon (annual growth of 0.3%). It should be noted that this effect can be achieved only if the success in education is coordinated and the value priorities of graduates and social norms are coordinated. Otherwise, the violation of the dialectical connection between education and socialization can lead, at best, to a zero amount of gain, and at worst to significant negative consequences. This conclusion was supported by the events accompanying the societal crisis caused by the coronavirus pandemic. The correlation between educational and economic failure is high. The increase of students’ economic success occurs in the process of modernization and of solution of the problem of the simultaneous rapid growth of the category “Knowledge” and the reduction of the categories “Rules” and “Skill” in the preparation of schoolchildren. This effect, according to experts of Boston Consulting Group (2017, pp. 56- 57), is estimated at an additional 1.5% of annual GDP growth, which makes it possible to obtain a cumulative effect of 10 trillion roubles in current prices by 2025. The economic success as a result of adequate ion of the graduate demonstrates the state of sufficient conditions, necessary for intellectually autonomous humans to desire to become main drivers of future knowledge economy after pandemics. Below there are presented the calculations that evaluate the Russian educational system as an investment project connected with formation of intellectually autonomous humans, highly educated and adequately socialised (Pilipenko, et al., 2019). Uncertainty of the Post-Covid Future: How will Humanity Solve this Puzzle? © 2021 Global Journals 64 Global Journal of Management and Business Research Volume XXI Issue V Version I Year 2021 ( ) B