Impact of Educational Standards on the Sustainable Development of

the Labor Market

Vyacheslav Yu. Babyshev

International Scientific and Educational Laboratory of Technologies for Improving the Well-being of the Elderly, National

Research Tomsk Polytechnic University, Lenin Avenue, Tomsk, Russia

Keywords: Labor Market, Competition, Employment, Education, Educational Mismatch, Research Area Mismatch,

Qualification Mismatch.

Abstract: This article examines two aspects of the impact of education on the sustainable development of the labor

market: the impact of education on the level of employment and the educational mismatch between the

knowledge and skills acquired in educational institutions and required at the workplace. Based on a theoretical

review of the literature, it was concluded that there is no unanimous opinion among the authors on the impact

of education on the level of employment. It was also concluded that employers consider people's skills

insufficient for practical work, and scientists believe that educational skills of people are underutilized due to

insufficient rates of scientific and technological progress. Based on the analysis of statistics, it was concluded

that an increase in the level of education has a positive effect on the level of employment of the labor force in

almost all countries in all the years under consideration in general and for both sexes in particular. The

educational mismatch as a whole showed an increase in both under-qualification and over-qualification. It

was also concluded that in more developed countries there is more often a qualification gap and a lack of

knowledge and skills, while in less developed countries there is more often work outside the specialty and an

excess of knowledge and skills. If work outside the specialty is considered in the context of the educational

gap, then in general, there is an excess of knowledge in the framework of work outside the specialty and a

lack of knowledge in the framework of work in the specialty.

1 INTRODUCTION

The modern labor market is characterized by a

constant increase in the share of intellectual and

creative processes, combined with a decrease in the

share of routine and physical operations. In turn, the

institution of mentoring for training within the

production process, which functioned in Soviet times,

has practically ceased to exist in modern market

conditions. Therefore, for the smooth functioning of

the economy, it is important for employers to match

the professional knowledge and skills acquired in the

course of education and required in practice. In turn,

for employees, the issue of this compliance is relevant

in terms of reducing the possible risk of

unemployment and increasing their competitiveness

in the labor market.

The shift in technological paradigms leads to a

change in the qualifications and skills of the

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https://orcid.org/0000-0003-2523-0542

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workforce on the part of employers. And although

technological changes usually go hand in hand with

an increase in the educational and qualification level

of the labor force, recently, their inconsistency has

increased. This phenomenon has received in the

scientific literature the name of educational

inconsistency or educational mismatch (Guillaume,

Benoît and François, 2014).

Educational mismatch is understood as the gap

between the acquired educational skills and the

professional skills required in the labor market.

Educational mismatch worsens both quantitative

(total share of the employed) and qualitative

(correspondence of the place of work to educational

qualifications) indicators of the nature of

employment. In addition to the deterioration of

employment parameters, educational mismatch

negatively affects the level of wages and, through it,

Babyshev, V.

Impact of Educational Standards on the Sustainable Development of the Labor Market.

DOI: 10.5220/0010595706690677

In Proceedings of the International Scientiﬁc and Practical Conference on Sustainable Development of Regional Infrastructure (ISSDRI 2021), pages 669-677

ISBN: 978-989-758-519-7

669

the quality of life. Also, educational mismatch leads

to a waste of human capital.

Distinguish between vertical and horizontal

educational discrepancy. Vertical discrepancy is

understood as the work of people with higher

education in low-skilled jobs. Horizontal is the

discrepancy between work and education or

education and profession.

Of particular interest for the study of educational

mismatch is Russia, where a high educational level of

the majority of the population was combined with a

sharp economic failure after the collapse of the

communist system. According to a study by V.

Rudakov, H. Figueiredo, P. Teixeira and S. Roshchin,

in Russia 32% according to the self-assessment

criterion and 40% according to the statistical method

of graduates do not work in their specialty. At the

same time, the greatest discrepancy is in areas with

general human capital (social sciences, business, law,

services) or low wages (agriculture). At the same

time, in certain areas with specific human capital (for

example, medicine), educational mismatch is weaker.

In other words, in areas where skills are easily

transferable to other types of jobs, educational

mismatch is more of areas with specific skills. In

other words, the educational mismatch in Russia is

more related to labor mobility than to the imbalance

between the educational and required labor skills

(Rudakov et al., 2019).

In Russia, there is a gap between the needs of the

market and the training of graduates by profession

and the number of people. As a result, there are socio-

economic costs in the form of increased

unemployment and unskilled labor in the workplace

(Fedolyak, 2018).

According to research by consulting firm

McKinsey, the US labor market is not experiencing a

labor shortage, but a skill deficit. According to 45%

of employers in the world, it is the lack of necessary

skills that makes it difficult to fill entry-level

vacancies. At the same time, 72% of heads of higher

education and only 42% of employers believe that

graduates are prepared for work (Bersin, 2013).

According to K. Marsikova and V. Urbanek,

education increases the demand for labor in the labor

market and allows you to find more interesting and

highly paid jobs. However, according to their

research, in developed countries there is an

educational gap between the needs of employers and

the individual desires of graduates, and most often

there is an excess of education for jobs (15.5% for

incomplete education and 28.6% for excess

education) (Marsikova, Urbanek, 2015).

According to E. Varshavskaya, having a

professional education increases the chances of

finding a job (Varshavskaya, 2016).

However, A. Manuilova received the opposite

data, that it is more difficult for people with higher

education to find a job in comparison with people

with secondary and specialized secondary education

(Manuilova, 2017).

In turn, E. Ghignoni and A. Verashchagina

believe that the most important role in overcoming

educational imbalance lies on the side of

technological progress, which favors highly educated

workers and reduces the need for retraining.

However, in countries with a low level of

technological development, the factor of supply of

labor with an excess of education for the labor market

becomes more important (Ghignoni and

Verashchagina, 2014).

K. Tijdens, M. Beblavý and A. Thum-Thysen

come to the conclusion that a quarter of the

professions are in excess demand, and a third of the

professions have an excess supply of labor. At the

same time, the level of education of personnel is on

average higher than the skills required for the

workplace (Tijdens, Beblavý and Thum-Thysen,

2018).

R. Muñoz de Bustillo Llorente, S. Sarkar, R.

Sebastian and A. Jose-Ignacio agree that over-

education is more common in the modern world, but

according to their research, the level of over-

education is gradually decreasing (Rafael Muñoz de

Bustillo, Sudipa, Raquel, Jose-Ignacio, 2018).

Based on the analysis of the literature, it can be

concluded that there are disagreements among the

authors on the impact of education on employment.

In terms of the educational gap, a more interesting

picture is emerging: experts more or less unanimously

speak of an excessive education of the workforce and

insufficient rates of scientific and technological

progress, while employers say the main problems are

the lack of necessary skills and the lack of readiness

of graduates for practical work.

2 RESEARCH METHODOLOGY

The research methodology consists in a statistical

comparison of the unemployment rate for large

groups of countries depending on the level of

education: basic and advanced according to the

method of the World Bank and the first, second and

third degrees of education according to the method of

the OECD.

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The study of the educational gap between the

skills and competencies acquired and required at

work consists in a statistical comparison of dissimilar

countries depending on the nature of the gap:

insufficient, sufficient and excessive qualifications of

workers for their jobs according to the ILO

methodology and inconsistency in the field of study

and qualifications inconsistency according to the

OECD methodology. In turn, the qualification

mismatch is divided into insufficient and excessive.

3 RESULTS OF THE STUDY

3.1 Unemployment and Education

First, let's check the impact of education on the

unemployment rate.

The World Bank classifies education into two

levels (basic and advanced), and also conducts

statistical analysis on gender differences

(Unemployment with advanced education, The

World Bank).

Table 1: Unemployment among the workforce with basic

education.

Group

countri

Total number

(in%)

men (in%) women (in%)

1999 2018 1999 2018 1999

2018

Highly

develo

ped

countri

13,2 12,0 12,7 11,0 15,3

13,8

EEC 14,3 14,7 13,7 13,7 16,6

16,6

USA 9,3 5,9 8,2 5,2 11,3

7,1

Table 2: Unemployment Among the Advanced Workforce.

Group

countri

Total number

(in%)

men (in%) women (in%)

2018 1999 2018 1999 2018

Highly

develo

ped

countri

5,1 4,6 4,1 4,0 6,6 5,4

EEC 6,0 5,6 4,6 4,7 8,0 6,5

USA 2,1 2,5 2,1 2,4 2,1 2,5

The OECD Statistics Division introduces three

levels of education: lower secondary, upper

secondary and tertiary (Employment by education

level, OECD Data).

Figure 1: Labor force participation by education level by country.

Impact of Educational Standards on the Sustainable Development of the Labor Market

671

Table 3: Employment of people by education level.

Country Below the

average

Completed

secondary

Tertiary

Argentina 65,9 73,0 86,0

Australia 60,8 78,0 83,0

Austria 54,3 75,4 85,1

Belgium 48,2 73,8 84,6

Brazil 65,3 74,8 84,6

Canada 55,2 74,6 82,2

Chile 60,6 70,9 84,0

Colombia 71,4 75,6 82,8

Costa Rica 61,9 71,1 81,3

Czech Republic 46,5 77,8 86,3

Denmark 62,0 80,3 87,1

Estonia 52,1 74,4 83,2

Finlan

56,0 74,8 84,6

France 56,2 75,2 83,7

Germany 53,3 74,2 85,4

Greece 55,5 63,3 78,7

Hungary 41,3 71,5 82,0

Iceland 78,3 87,2 92,1

Indonesia 72,6 72,2 81,4

Ireland 51,6 70,9 83,7

Israel 46,5 70,7 84,1

Italy 51,0 72,0 80,9

Korea 66,5 70,6 77,0

Latvia 51,1 70,6 84,1

Lithuania 44,3 71,2 88,6

Luxembourg 61,3 72,3 85,0

Mexico 63,0 70,7 81,6

Netherlands 58,7 78,4 86,5

New Zealand 67,1 80,9 83,8

Norway 63,3 81,3 89,6

OECD 56,3 74,3 83,9

Polan

41,9 66,5 85,3

Portugal 69,0 80,2 86,8

Russia 50,2 72,0 81,9

Saudi Arabia 60,8 64,9 74,7

Slovakia 32,4 72,5 83,9

Slovenia 51,5 73,0 86,6

South Africa 44,1 59,9 86,3

Spain 53,2 70,3 79,6

Sweden 69,1 83,7 88,7

Switzerland 67,5 80,8 89,4

Turkey 52,0 62,8 77,2

Great Britain 62,2 80,3 86,2

USA 54,9 72,2 83,4

3.2 Educational Discrepancy

Let us test the hypothesis described above about a

significant level of educational mismatch between the

properties of the labor force and the nature of jobs.

The ILO considers the nature of employment in

three areas: insufficient, sufficient and over-

qualification of workers for the workplace they

occupy(Employment distribution by sex and

'educational mismatch', ILOStat).

Figure 2: Educational mismatch for selected countries for 2018.

0,0

10,0

20,0

30,0

40,0

50,0

60,0

70,0

80,0

90,0

Sufficiency of qualifications for the position

held

country

Educational mismatch

Undereducated

Matched

Overeducated

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Table 4: Distribution of employment by educational

mismatch, 36 countries.

indicato

Inadequate Sufficient Excess

minimal 2,3 34,3 9,0

maximum 31,4 83,1 63,4

average 18,7 59,2 22,0

Table 5: Trends in educational mismatch across 36

countries over a known period.

36 countries Inadequate Sufficient

Excess

Austria (2010-2018) 5,8 -6,8

1,0

Belgium (2011-2018) -1,1 -4,6

5,6

Bulgaria (2010-2018) 6,4 -4,8

-1,6

Croatia (2010-2018) 0,7 -0,4

-0,3

Cyprus (2010-2018) -3,3 -9,7

12,9

Czech Republic

(2010-2018)

4,0 -3,7

-0,2

Denmark (2010-2018) 2,9 -7,5

4,6

Estonia (2010-2018) 5,9 -14,8

8,9

Finland (2010-2018) 0,5 -10,4

10,0

France (2010-2018) -4,9 -5,6

10,5

Georgia (2010-2019) 4,8 -6,4

1,6

Greece (2010-2018) 1,2 -4,5

3,4

Hungary (2010-2018) 1,1 -13,4

12,3

Iceland (2010-2018) 7,2 -11,2

4,1

Ireland (2010-2018) 2,6 -10,8

8,2

Israel (2012-2017) -1,5 -1,3

2,7

Italy (2010-2018) 2,3 -1,0

-1,3

Latvia (2010-2018) 3,9 -15,0

11,1

Lithuania (2010-2018) 0,0 -12,3

12,3

Luxembourg (2010-

2018)

15,3 -14,0

-1,3

Malta (2010-2018) -4,4 -9,5

13,9

Montenegro (2011-

2018)

-0,8 0,4

0,4

Netherlands (2010-

2018)

1,2 -6,8

5,6

Norway (2010-2018) -1,0 -14,1

15,0

Poland (2010-2018) 4,6 -2,8

-1,8

Portugal (2010-2018) 11,5 -5,3

-6,2

Romania (2010-2018) 2,4 -1,6

-0,8

Russia (2010-2019) -1,4 0,5

1,0

Serbia (2011-2019) -10,1 12,4

-2,4

Slovakia (2010-2018) -0,2 -7,3

7,5

Slovenia (2010-2018) 6,5 -11,2

4,7

Spain (2010-2017) -6,4 -6,5

12,9

Sweden (2010-2018) 4,8 -18,7

13,9

Switzerland (2010-

2018)

7,7 -7,2

-0,5

Great Britain (2010-

2018)

7,5 -21,5

14,0

USA (2010-2019) 0,8 -3,2

2,4

Table 6: Relative educational mismatch across 36 countries.

Correspondin

g minus

insufficient

Correspon

ding minus

excess

Excessive

minus

insufficient

Austria 45,2 41,3 3,8

32,5 33,5 -1,0

Belgium 30,4 44,0 -13,6

26,9 33,8 -6,9

Bulgaria 61,7 60,6 1,0

50,5 57,5 -6,9

Croatia 66,6 60,8 5,8

65,5 60,8 4,8

Cyprus 32,0 42,1 -10,1

25,6 19,5 6,1

Czech

Republic

75,9 73,3 2,6

68,2 69,8 -1,6

Denmark 42,7 39,6 3,1

32,2 27,4 4,8

Estonia 44,4 47,4 -3,0

23,8 23,7 0,0

Finland 40,8 56,5 -15,7

29,9 36,0 -6,2

France 26,8 47,6 -20,8

26,0 31,5 -5,4

Georgia 44,5 26,3 18,2

33,3 18,3 15,0

Greece 36,7 27,9 8,8

31,1 20,0 11,0

Hungary 61,4 60,7 0,7

46,8 34,9 11,8

Iceland 41,4 28,1 13,3

23,0 12,8 10,2

Ireland 28,2 23,4 4,8

14,8 4,4 10,4

Israel 34,8 22,9 11,8

34,9 18,9 16,0

Italy 41,1 35,9 5,1

37,7 36,2 1,5

Latvia 46,9 51,7 -4,8

28,1 25,7 2,4

Lithuania 47,9 39,1 8,8

35,6 14,6 21,0

Luxembour

54,5 45,9 8,6

25,2 33,2 -8,0

Malta 37,1 -5,7 42,8

31,9 -29,1 61,1

Montenegro 66,4 66,3 0,1

67,5 66,2 1,3

Netherlands 32,0 34,3 -2,2

24,0 21,8 2,2

Norway 36,2 54,5 -18,4

23,1 25,4 -2,3

Poland 63,3 61,0 2,3

55,9 60,0 -4,1

Portugal 43,8 25,3 18,5

27,1 26,2 0,8

Romania 56,9 52,2 4,7

52,9 51,4 1,5

Russia 27,3 43,6 -16,3

29,2 43,2 -13,9

Serbia 32,4 26,1 6,3

54,9 40,9 14,0

Slovakia 74,5 72,6 1,9

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67,4 57,8 9,6

Slovenia 60,5 62,3 -1,8

42,7 46,3 -3,6

Spain 24,2 28,5 -4,3

24,1 9,1 15,0

Sweden 45,4 46,6 -1,2

21,9 14,0 7,9

Switzerland 35,2 35,4 -0,3

20,3 28,7 -8,4

Great

Britain

43,6 52,1 -8,4

14,6 16,6 -2,0

USA 45,2 31,3 13,8

45,2 25,7 15,5

The OECD is making a more thorough

classification(Skills for Jobs. Mismatch – National

statistics OECD. Stat).

At first, she divides the educational mismatch into

vertical (when people work in a field other than the

education they received) and horizontal (when the

skills acquired during the educational process do not

fully meet the requirements of the workplace). And

already within the horizontal educational mismatch,

the OECD highlights inadequate and excessive

qualifications.

Figure 3: Educational mismatch for selected countries for 2016.

Table 7: Distribution of employment by educational

mismatch, 42 countries.

indicat

Research

area

mismatch

Qualifica

tion

mismatch

Insufficient

qualificatio

Overqu

alificati

min 20,1 17,1 7,6 7,8

max 51,5 52,2 29,5 37,7

averag

33,1 35,9 18,5 17,4

Table 8: Relative educational disparity across 42 countries.

42 countries Excess

mismatch of

qualifications

and mismatch of

the field of

study

Excess over

qualification over

insufficient

qualification

Australia 6,0 1,7

Austria 9,4 2,9

Belgium 6,5 -13,2

Canada - -5,5

Chile - 14,0

Czech

Republic

-14,0 0,3

Denmark 3,2 -6,0

Estonia 2,5 -9,7

Finland 4,5 -12,5

France 0,8 -12,9

Germany 17,1 -2,5

Greece 4,3 3,7

Hungary -0,6 2,9

Iceland 1,8 5,5

Ireland 5,3 -14,9

Italy 1,7 -1,8

Latvia -5,0 -5,5

Lithuania 0,0 7,6

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Luxembourg 6,9 0,0

Mexico - 25,1

Netherlands 4,5 -12,5

New Zealand - -6,3

Norway 7,3 -10,4

Poland - -4,4

Portugal 6,5 4,9

Slovakia -17,0 4,7

Slovenia - -0,6

Spain 7,5 -1,2

Sweden 1,6 -7,7

Switzerland 12,2 -13,4

Turkey 7,0 15,1

Great Britain 3,0 -14,2

USA - -2,1

EEC 0,7 -4,0

OECD 3,5 -2,1

Argentina - 6,0

Brazil - 18,8

Bulgaria - -1,0

Cyprus 0,5 -9,6

Peru -16,0 16,9

Romania -10,6 1,6

South Africa 19,7 -3,9

4 THE DISCUSSION OF THE

RESULTS

4.1 Unemployment and Education

As we can see from the WB table, in highly developed

countries and the United States, unemployment

among people with basic education has decreased,

while in the EEC, on the contrary, it has slightly

increased both in general and for both sexes. At the

same time, the unemployment rate of women with

basic education was higher than that of men.

As we can see from the WB table, unemployment

among people with advanced education is noticeably

lower than the unemployment of people with basic

education, both in general and for both sexes in

particular.

At the same time, in highly developed countries

and the EEC, unemployment among people with

advanced education has decreased, while in the

United States, on the contrary, it has increased both

in general and for both sexes. At the same time, the

unemployment rate of women with advanced

education was higher than male indicators.

As we can see from the OECD chart, employment

of people with completed secondary education in

almost all cases was higher than employment of

people with lower secondary education, and

employment of people with tertiary education, in turn,

was always higher than the same indicator for people

with completed secondary education.

An analysis of data for 44 countries for 39 years

from 1981 to 2019 showed that the employment rate

of people with lower secondary education averaged

57%, people with completed secondary education

74%, and those with tertiary education 84% of the

number of people of working age. Thus, completed

secondary education increases employment by

16.7%, and tertiary education by 10.4%.

Comparative analysis for the entire period from

1981 to 2019 showed that with an increase in the level

of education, the employment of people of working

age is steadily increasing (the only exception: the

employment of people with tertiary education in

Australia in 1989 was lower than that of people with

completed secondary education).

4.2 Educational Discrepancy

The ILO graph shows that for 36 countries except

Malta, most jobs correspond to the skills of the labor

force, and there is a contradictory trend in the share

of underskills and overskills.

Thus, we can conclude that although the majority

of employed people fit their jobs, more than 40%

demonstrate inadequacy. At the same time, the level

of underutilization exceeds the indicator of

insufficient knowledge and skills.

For 1 column "lack of knowledge and skills" the

following picture is observed: in 11 cases there is a

decrease, 1 case has not changed, and 24 examples

showed an increase. The growth was mainly observed

(66.7%).

The following picture is observed for column 2

“sufficiency of knowledge and skills”: in 33 cases

there is a decrease and 3 examples of growth. The

decline was mainly observed (91.7%).

For column 3 "redundancy of knowledge and

skills" the following picture is observed: in 10 cases,

a decrease and in 26 cases, an increase. The growth

was mainly observed (72.2%).

In general, it can be concluded that the level of

insufficient qualifications showed an upward trend,

the level of qualification matching - a fall, and the

level of overqualifications also increased.

Most jobs are qualified everywhere, except Malta

(which has the most overskilled people).

Impact of Educational Standards on the Sustainable Development of the Labor Market

675

Out of 72 examples, in 44 cases, excess education

is greater than insufficient, in 1 case they are equal,

and in 27 examples, insufficient education exceeds

excess.

In general, the world does not see a clear

relationship between the nature of the educational gap

and the level of socio-economic development.

In general, according to the OECD chart, it can be

said that the mismatch of qualifications, on average,

occurs more often than the mismatch of the field of

study, and the lack and excess of qualifications shows

a contradictory trend. At the same time, the opposite

trend, when work outside the specialty exceeds the

qualification gap, occurs only in some countries of

Eastern Europe and Latin America. At the same time,

there is a general trend in the OECD, EEC, Great

Britain and France.

Thus, about a third of people do not work in their

specialty, and the discrepancy between the qualities

of the workforce and the nature of the workplace

reaches 36%. At the same time, insufficient

qualifications exceed the indicator of redundancy of

knowledge and skills. At the same time, this

preponderance is more often observed in the countries

of Northern and Western Europe, while the

preponderance of excess over insufficient

qualifications is more often observed in the countries

of Southern, Eastern Europe and Latin America. This

phenomenon is also confirmed by the preponderance

of insufficient over excess qualifications in the

OECD, EEC, USA, Great Britain and France.

In terms of the ratio of work outside the specialty

and the qualification gap, the following picture is

observed: in 25 cases the qualification gap exceeded

the work outside the specialty, in 1 case it was equal

and in 6 cases the work outside the specialty exceeded

the qualification gap. Data for 10 countries is

unknown.

In terms of the ratio of sufficient and insufficient

qualifications, the following picture was observed: in

16 cases overqualification prevailed, in 1 case it was

equal, and in 25 cases inadequate qualifications

prevailed.

5 COPYRIGHT FORM

I, Vyacheslav Yuryevich Babyshev, provide a formal

written consent for the written consent to the

publication and transfer of copyright to the article

"The Impact of Educational Standards on the

Competitiveness of the Labor Force" to the

organizing committee of the International Scientific

and Practical Conference on Sustainable

Development of Regional Infrastructure (ISSDRI

2021).

6 CONCLUSIONS

6.1 Unemployment and Education

Based on the impact of education on employment, it

can be unambiguously concluded that an increase in

the level of education increases the employment of

the working-age population both in general and for

both sexes in particular (although the gender gap still

persists).

6.2 Educational Discrepancy

In terms of educational discrepancy, the picture is less

rosy. Although for the majority of jobs there is a

correspondence between the acquired and required

knowledge and skills, a significant proportion is

occupied by jobs with educational discrepancy.

At the same time, the discrepancy between

qualifications is more common in comparison with

work outside the specialty.

As the information technology paradigm

develops, the working-age population, on average, is

more likely to get a job in a specialty, but at the same

time the qualification gap grows.

Insufficient qualifications are more common than

redundant ones; however, as the information

technology paradigm develops, a comparative excess

of knowledge and qualifications is replaced by its

deficit.

At the same time, taking into account work

outside the specialty, on average in the world there is

an excess of knowledge and skills, i.e. there is an

increased percentage of overqualified people in the

research area mismatch. In other words, for those

working not in their specialty there is an excess of

knowledge and skills, but for those working in their

specialty, on the contrary, there is a deficit of

knowledge and skills. Thus, the economy not only

underutilizes the excess knowledge and skills of

people in this field of activity, but also provides them

with employment outside their specialty.

Based on the results obtained, two

recommendations can be made. First, it is necessary

to carry out more active work on the employment of

graduates in the specialty. Secondly, it is necessary to

adjust the existing educational programs in the

direction of taking into account the practical needs of

employers.

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676

ACKNOWLEDGMENTS

The study was carried out with the financial support

of the Russian Foundation for Basic Research within

the framework of the research project

"Transformation of the quality of life and

characteristics of employment in the context of

technological and demographic challenges", project

No. 19-310-90050.

The reported study was funded by RFBR, project

number 19-310-90050.

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