text: Such credit is granted now for a period up to three years • . )19 PLANNING OF HUMAN RESOURCES IN SCIENCE AND TECHNOLOGY INTRODUCTION The growth of number and complexity of the problems put In the forefront by the needs of the national economy develoment of the USSR and the requirements of modern stage of the scientific and technological revolution, the Increasing role of S and T, the development and Introduction of new technological processes and flexlb·le automated systems demand a corresponding training of scientific, technical and scientific-pedagogical cadres. The number and strucutre of scientific and scientific­ pedagogical workers In the area of science and technolgy. the quality of their training and the effectiveness of their utiliza­ tion render a decisive effect on the direction and rate of scientific-pedagogical personnel. as a productive force of the society, occupies an Important place In the State plan of econo­ mic and social development of the USSR. Before the Great October Social 1st Revolution, Russia was according to V.I. Lenin, "an Incredibly, Inconceivably backward country, poverty-ridden and half-wide. equipped with modern implements of production four times worse than England, five times worse than Germany, ten times worse than America". Three quarters of the population then was entirely il I Iterate and only 0.21 had a special higher or secondary education. The number of scientific workers In 1913 In Russia was only 11,600 Including 6.658 professors and teachers of higher educational ·rnstltutlons. In order to provide rapid mobil lzatlon of scientific personnel. develop science and raise the national economy, It was necessary to plan for them. Hence the USSR Academy of Science started to work actively In 1918 on collecting Information and publ lshlng handbooks, II lustratlng the composition of the scientific personnel of the country and Its scientific centres. Presented by G.l. Sadovsky 
analysis: The text primarily focuses on the development of human resources in science and technology, discussing the importance of training scientific, technical, and scientific-pedagogical cadres for the national economy and scientific progress. It also provides historical context, mentioning the state of education and scientific personnel in pre-revolutionary Russia. This suggests that the text is more concerned with the development of human capital and education rather than other areas.