Perfecting the financial mechanism for science and technology activities in universities in Vietnam

organizations, agencies and enterprises in society; It not only transfers research results within a country but also internationally. Thanks to

That is, it contributes to promoting the development of social productive forces, improving the level of socialization, and contributing to accelerating the globalization trend.

Practice in many countries around the world shows that inventions and initiatives

Applied in practice mostly from universities, from there, scientific and technological research in universities has promoted socio-economic development.

- The financial mechanism not only creates conditions for the development of science and technology activities in universities, but also ensures the operation of this field.

In other words, the financial mechanism is a macro measure for the state to regulate science and technology activities.

We know that the products of science and technology activities include two types: public goods and private goods. For scientific products belonging to private goods, individuals, research, application and development organizations can invest in research. Because the cost of that research will be paid by the user after the results are transferred.

But for basic research, the problem is not like that. With the special

Its advantages as presented above, basic research products bring long-term economic and social efficiency, therefore, the private sector does not want to invest in research of this type of product. Therefore, the financial mechanism, through investment and capital allocation, will direct scientific research activities to basic research fields to serve the socio-economic development needs of the country.

Moreover, even applied research products of great national importance require large research funding that the private sector is unwilling to invest in, requiring the state to also invest in funding.

to study. This work has the effect of orienting and regulating activities.

scientific research activities, encouraging the development of this field of science,

regulate the activities of other scientific fields.

Third, ensure to improve the qualifications of the teaching staff, create opportunities for students to gradually approach practice, thereby improving the quality of training in schools.

- Thanks to financial resources for science and technology, the teaching staff has the conditions to participate in scientific research activities. In turn, through participating in scientific research, the teaching staff in universities has the conditions to practice in both theoretical research environments and practical production and business environments. Scientific staff have the conditions to closely follow their products during the application process in enterprises, thereby making timely adjustments to perfect the research products. Science and technology activities in universities link the interests of scientists with the market, link activities

their training and research with real life and production. Motivate

so that scientists can constantly innovate in research, improve the research capacity and training quality of the school's teaching staff.

- Through participating in research activities, students deepen the knowledge acquired during the learning process, gradually applying it to practice, thereby improving the school's training quality.

In particular, a suitable financial mechanism will create conditions for graduate students and doctoral students to complete high-quality master's and doctoral theses and dissertations through scientific research activities, thereby contributing to improving the school's training quality.

Fourth, contribute to mobilizing material and financial resources for the development of universities.

Through research activities, universities receive financial and material resources invested by society, the state, businesses and individuals.

domestic as well as international organizations. From there, scientific research activities in universities contribute to the development of the school. In practice, many large universities in the world have income from science and technology activities equivalent to financial income from training. [1]

Finally, the financial mechanism for science and technology contributes to building an organic relationship between the university and the whole society, production and business units, linking theory with practice, linking learning with practice. With that meaning, science and technology activities are a measure to evaluate the position and importance of the university.

1.2. International experience on financial mechanisms for science and technology activities in universities.

Along with the strong development of the industrial revolution,

scientific research activities of universities and colleges around the world as well

changed. By the 1950s, due to the rapid development of science and technology, the relationship between higher education and politics, economics, culture, science, and military became increasingly close. After World War II, the world entered the information age, the rapid development of science, technology, and economics had a strong impact on higher education, promoting universities to be closely linked to society. Especially in the context of the rapid development of the new technical revolution, countries around the world have a common tendency to promote the advantages of universities, build training - scientific research - production complexes, taking universities as the center, increasing the mobilization of financial resources, including from the state budget as well as financial resources from enterprises, organizations and the social community to invest in universities, invest in developing universities in the direction of building super scientific universities, excellent training to provide human resources for science and technology for society. Studying the experiences of developed countries around the world on financial mechanisms and policies for science and technology development in universities, we can draw some comments as follows:

1.2.1. Financial sources for investment in science and technology activities in countries include sources from the state budget and sources from enterprises, but the ratio between these two sources varies greatly between countries.

Depending on each country, this investment rate is different. But the general trend is that the State must ensure a certain financial rate.

for science and technology activities.

Table 1: Investment in science and technology activities of some countries in the world

Water

% of expenditure on science and technology in GDP 1997-2002	Sponsored Area % (2002)		Water	% of expenditure on science and technology in GDP 1997-2002	Sponsored Area % (2002)
	Business	Government	Water		Business	Government
Israel	5.1	69.6	24.7	Norway	1.7	51.6	39.8
Sweden	4.3	71.9	21.0	Australia	1.5	46.3	45.7
Finland	3.5	69.5	26.1	New Zealand	1.2	37.1	46.4
Japan	3.1	73.9	18.2	Russia	1.2	33.1	58.4
Iceland	3.1	46.2	34.0	Slovenia	1.2	60.0	35.6
America	2.7	63.1	31.2	CH SÐc	1.2	53.7	42.1
Switzerland	2.6	69.1	23.2	Ireland	1.1	66.0	22.6
Korea	2.5	72.2	25.4	Italy	1.1	43.0	50.8
Virtue	2.5	65.1	32.1	Spain	1.0	48.9	39.1
Denmark	2.5	61.5	28.0	Hungary	1.0	29.7	58.5
France	2.3	54.2	36.9	Portugal	0.9	31.5	61.0
Belgium	2.2	64.3	21.4	Türkiye	0.7	42.9	50.2
Singapore	2.2	49.9	41.8	Poland	0.6	31.0	61.1
shirt	2.2	40.8	40.4	Greek	0.6	29.7	46.9
Netherlands	1.9	51.8	36.2	Slovakia	0.6	53.6	44.1
Older brother	1.9	46.7	26.9	Mexico	0.4	29.8	59.1
Canada	1.9	44.3	34.0	Argentina	0.4	24.3	70.2
Luxembourg	1.7	91.0	7.7	Romania	0.4	41.6	48.4

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Source: [82] [85];

Table 1 above shows that the ratio of financial investment for science and technology activities between enterprises and the state of each country is different. In general, countries in the world tend to mobilize financial resources outside the state budget to invest in science and technology activities very high. According to Table 1, we see that out of 36 countries studied, 20 countries have a ratio of non-state budget investment for science and technology activities accounting for 51.6% - 91.0% compared to the total financial resources of the whole society invested in science and technology activities, 10 countries have an investment ratio of 40.8% - 49.9%, the remaining 8 countries have an investment ratio of 24.3% - 37.1%. The problem is that these countries have to build mechanisms and policies to encourage enterprises to invest in science and technology activities. What is important is that the research and implementation efficiency of this activity brings profits to businesses and the Government must be the arbitrator to fulfill those commitments.

1.2.2. Many developed countries have allocated adequate financial resources for science and technology activities of universities.

Along with the financial resources invested in science and technology activities, not only are the science and technology activities of universities promoted, but they also have a strong impact on the high-quality training activities of universities. Currently, in developed countries, universities are responsible for scientific research and consulting for governments, businesses, and large companies. This is reflected in the social financial resources invested in universities.

Universities carry out quite high levels of scientific and technological research. In some countries, such as Canada, scientific and technological research expenditures in the university sector have increased at a higher rate in recent years than in government research agencies.

Table 2. Rate of implementation of science and technology research funding in universities in some countries around the world in 2002

Water

Implementation area (%)			Water	Implementation area (%)
University	Business	State	Water	University	Business	State
Türkiye	60.4	33.4	6.2	Older brother	22.6	67.0	8.9
Greek	44.9	32.7	22.1	France	19.5	62.2	16.9
Portugal	35.6	34.4	19.8	Sweden	19.4	77.6	2.8
Canada	34.9	53.7	11.2	Belgium	19.2	73.7	6.0
Argentina	33.9	26.1	37.2	Israel	17.5	72.9	5.8
Poland	33.5	21.4	44.9	Virtue	17.1	69.1	13.8
Italy	32.6	49.1	18.4	America	16.8	68.9	9.0
Mexico	30.4	30.3	39.1	Iceland	16.1	57.2	24.5
New Zealand	30.3	36.5	33.2	Romania	15.6	60.3	24.2
shirt	29.7	63.6	6.4	Slovenia	15.5	59.7	23.1
Spain	29.8	54.6	15.4	CH SÐc	15.6	61.1	23.0
Netherlands	27.0	58.2	14.2	Japan	13.9	74.4	9.5
Australia	26.8	47.5	22.9	Taiwan	12.3	62.2	24.8
Norway	26.8	54.7	15.8	Finland	12.0	69.9	10.4
Singapore	25.4	61.4	13.2	Korea	10.4	74.9	13.4
Hungary	25.2	35.5	32.9	China	10.1	61.2	28.7
Denmark	23.1	69.3	7.0	Slovakia	9.1	64.3	26.6
Switzerland	22.9	73.9	1.3	Russia	5.4	69.9	24.5
Ireland	22.4	69.7	7.9	Luxembourg	0.2	92.6	7.1

Source: [22, pp. 86-87]

In European countries, within the framework of the Bologna Process, 40 governments agreed in principle on the establishment of the European Higher Education era.

common by 2010. This process includes a 2/3 quality assurance system, supplemented by a unified Diploma and the introduction of PhD research into the process, thereby aiming to strengthen the training and research capacity of universities. Table 2 shows that, out of 38 countries in the world, all but three

In Luxembourg, the Russian Federation, and Slovakia, the budget for scientific and technological research of universities is less than 10% of the total budget of society. In most developed countries, universities receive financial investment from society for scientific and technological research of over 15%, commonly over 20%, in many countries it is over 30%, even in some countries like Greece it is 44.9%, Türkiye 60.4%. This shows that countries highly appreciate the role of universities in scientific and technological activities.

1.2.3. The trend of combining training, scientific research and labor

Production activities are a mechanism for mobilizing and effectively using financial resources for science and technology activities in universities.

In American universities today, businesses open companies right in the universities. Employees of corporations have penetrated into the lecture halls, laboratories and even the power structure in university decision-making. Universities also actively conduct applied research and development research that can be promptly incorporated into the production process of enterprises, widely deploy joint scientific research services, technology transfer and knowledge consulting. Coordinate the social organization of universities with enterprises. The American University-Enterprise Relations Committee was established in the early 1980s.

Because universities have a great influence on the production of emerging industries, scientific research centers have emerged due to the establishment of industrial scientific research structures and industrial companies around famous universities. This horizontal integration eventually gives rise to "scientific incubators". The establishment and development of "scientific incubators" integrate scientific research, talent cultivation and scientific application into one. This has greatly shortened the cycle of transforming scientific research results into new products.

The UK highly values this type of cooperation. When she was Prime Minister of the UK, Mrs. That Cho emphasized: "Universities now need to do education, scientific research and must serve society". In 1983, the British Government organized a survey on "Strengthening the scientific research relationship between higher education and industry", through the results of the survey, it made recommendations to better strengthen the cooperation between production and learning in higher education in the UK. In recent years, the trend of cooperation between universities and industry in the UK has developed rapidly, forming "science parks", becoming "sacred great allies" to welcome the challenge of the new technological revolution. In 1986, Japan established the Industry and Higher Education Committee. Its purpose is to "encourage cooperation between industry and higher education, and provide the government with general opinions on cooperation". In 1987, this committee issued a report entitled "Directions for cooperation: higher education - government - industry".

The German Federal Parliament in 1985 proposed the following main measures to reform higher education in the German Federal Republic: Closely following reality, taking basic scientific research to expand the "Industrial Academic Exchange Center" to promote knowledge and technical exchanges between universities and enterprises. In recent years, the "Industrial Academic Exchange Center" has developed, strongly promoting extensive cooperation between universities.

Universities and colleges actively provide technical manpower to regions, develop service scope, open majors that are urgently needed by the local region, and can take advantage of the resources that the local region has. In addition, they also encourage universities and colleges to accept scientific research tasks entrusted by businesses, and expand the restrictions on research topics that businesses entrust to universities.

Perfecting the financial mechanism for science and technology activities in universities in Vietnam - 8

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