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The purpose of the paper is to study the influence of education on placement of production in the agro-industrial complex (AIC) in the conditions of Industry 4.0.

For studying the experience of modern Russia in the aspect of the influence of education on placement of production in the AIC, the author uses the methodology of economic statistics. The author performs analysis of the ratio of the number of companies of the AIC and the share of the employed with higher education in the federal districts of the Russian Federation in 2018. Two markets are distinguished in the structure of the AIC: agriculture and food industry. Also, the method of regression analysis is used for compilation of regression curves, which reflect the dependence of the number of companies in the AIC (in view of the distinguished markets) on the share of the employed with higher education.

The results of the performed research showed that during the third technological mode in Russia, accessibility and quality (level of education) of human resources are insignificant factors during decision-making on placement of production in the AIC. In the conditions of Industry 4.0, the situation will change, and education will have significant influence on placement of production in the AIC. The higher the level of education of a territory’s human resources, the lower the entrepreneurial risks (risk of equipment’s failure and production defects), the higher the probability of creation of know-how (possibility to save on R&D with high innovative activity) and the higher the opportunities for selling the products of AIC 4.0 on the territory.

Entrepreneurial structures are recommended to use the developed algorithm of selecting a territory for placement of production in the AIC in the conditions of Industry 4.0, in view of the level of education.

The purpose of this paper is to study the influence of remote education on the consumer value of university education by the example of modern Russia.

The authors determine the consumer value of university education in modern Russia in the conditions of the availability of predominantly traditional education; determine socio-economic problems that are caused by the low consumer value of university education in modern Russia; determine the potential of remote education in the increase of the consumer value of university education; and develop recommendations for the increase of the consumer value of university education in modern Russia through the development of remote education.

It is concluded that traditional university education is dominating in Russia. It is standardized and does not allow for the full consideration of individual capabilities and needs of each separate student, which causes the low consumer value of university education. The limitation of traditional and remote education, caused by the fact that educational services in each form are provided by completely different universities, hinders the development of the potential of remote education in stimulating the increase of the consumer value of university education.

In order to solve this problem, it is recommended to unify traditional and remote education within the diversification of the forms of the provision of educational services by modern Russian universities. For that, a conceptual model for increasing the consumer value of university education in modern Russia through the development of remote education is presented. This model focuses on applicant and students with their individual capabilities and needs and universities with their material and technical, intellectual, marketing and other resources. At that, the educational form goes to the background, being not a self-goal but a method of its achievement – the provision of the high consumer value of university education.

The working hypothesis of this research is that specifics of activities of university that provides remote education does not allow using the same evaluation criteria for assessment of its competitiveness that allow assessing competitiveness of university that provides traditional education. The purpose of this paper is to verify the offered hypothesis, study the modern Russian experience of evaluating the competitiveness of university that provides remote education and develop methodological recommendations for improving this process.

The authors use the existing scientific approaches to determining competitiveness of a company, including university, for complex and comprehensive study of the set problem. The information and analytical basis of this research is formed of methodological materials of the ranking of best universities of Russia for 2017 according to independent analytical agency “RaExpert” and “Announcement of open competition for state support for leading universities of the Russian Federation for the purpose of raising their competitiveness among the leading global scientific and educational centers of the Ministry of Education and Science of the RF.”

The offered hypothesis was proved. It is concluded that modern Russia uses the same (common) criteria for evaluating competitiveness of universities, regardless of the form of provided educational services. This is incorrect from the scientific and methodological point of view, as the work shows that most criteria are characterized by different applicability as to the university that provides traditional education and the university that provides remote education.

Methodological provision of evaluating the university’s competitiveness that provides remote education is elaborated by the authors by development of additional criteria. It is recommended to assign weight coefficients to all criteria depending on the level of applicability (importance) as to the university that provides remote education.

The purpose of this paper is to substantiate the perspectives of using remote education as a means of restoring Russian recessing regions’ economy and develop framework recommendations for this.

The set goal is achieved by finding the dependence of the values of indicators of socio-economic development on the level of development of education in Russian regions. The methods of regression and correlation analysis are used for that.

The findings showed a moderate direct connection between the development of education and socio-economic position of the region if found. Qualitative analysis allowed substantiating large perspectives of using remote education as a means of restoring Russian recessing regions’ economy, which have two manifestations. The first one is related to the increase of accessibility of educational services in Russian regions. Due to this, the potential of development of region’s human potential is better realized. Being one of the key resources in the conditions of knowledge economy, human resources stimulate the activation of entrepreneurial activities, growth of labor efficiency and innovational activity of region’s companies. The second manifestation envisages the formation of entrepreneurship in the sphere of remote education as a growth vector and source of competitive advantages of recessing region’s economy. This opens possibilities for the formation of knowledge economy in region and supporting its high competitiveness. Low capital intensity of entrepreneurship in the sphere of remote education makes it accessible for development even in recessing regions, stimulating the growth of the volume of tax revenues into the regional state budget and formation of its positive balance.

For the practical implementation of the determined large perspectives of using remote education as a means of restoring Russian recessing regions’ economy, authors’ framework recommendations are offered, which are aimed at the improvement of normative and legal conditions for the conduct of entrepreneurial activities in the sphere of remote education, information support for this entrepreneurship and its marketing support and promotion as a basis of region’s economy’s competitiveness.