Барьеры доступа к качественному высшему образованию в условиях ЕГЭ: семья и школа как сдерживающие факторы
This article analyzes the main approaches to study educational and occupational outcomes and trajectories. Young people have to decide when and what to study, later on, where to work. Their life levels will depend on those decisions, but the different ways that in both areas they are able to take and their outcomes in education and in the labor market depend on various factors. Among explications it is possible to identify six large approaches: human capital from economics, cultural and social capital from sociology, the socioeconomic status or familiar background approach and the educational and psychological approaches. These approaches are not contrary necessarily, they can be complementary, and their explanatory power depends on place and time, however, the literature does not have an effort to present together their contributions, methodologies and empirical results. This work seeks to remedy that situation and to point out some methodological and empirical weakness.
This manual is intended for a wide range of French language learning in secondary and higher educational institutions, courses and independently, having knowledge of the French language, appropriate to the level of the European classification A2 - B1. The proposed manual is intended for acquaintance with the realities of contemporary life in French-speaking countries and allows you to expand knowledge in different areas.
The article considers the conditions necessary for arranging educational environment, which can provide the required level of training. One of the key factors affecting the quality of education is the professional level of teachers, their ability and willingness to design their own trainingtechnologies and use non-standard methods of solving educational problems such as active learning. The article provides research on the assessment process of writing papers and project learning experiment.
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.