Сетевое взаимодействие и сингапурская система обучения
Introduction: The implementation of models of network interaction between educational organizations is conditioned by the solution of one of the topical problems of domestic education: improving the quality of education in schools with low learning outcomes and in schools operating under difficult social conditions. Among the problems of schools with low educational outcomes and schools functioning in difficult social conditions, the problem of the professional competence of teachers is the most acute. The organizational mechanism for ensuring the growth of the quality of teaching staff in schools is the system of scientific and methodological support of teachers - network interaction makes it possible to obtain a more diverse range of educational services. Therefore, the appeal to the analysis of the experience of network interaction in solving problems of improving the quality of education in schools with low learning outcomes and in schools operating under difficult social conditions is extremely important.
Aim. Analyze the possibilities of networking in solving problems of improving the quality of education in schools with low learning outcomes and in schools operating under difficult social conditions.
Methodology and research methods. The analytical review of the research of scientists and practitioners was chosen as the structure, logical organization of the article, applied methods and means of activity.
Results. Тhe article describes the possibilities of network interaction between schools with low learning outcomes and in schools operating under difficult social conditions.
Scientific novelty consists in revealing the possibilities of network interaction of schools with low learning outcomes and in schools operating under difficult social conditions.
Practical significance can be that the results obtained can be used to organize the continuous education of teachers in order to solve the problem of improving the quality of education.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.