Социальная миссия внешкольного образования в СССР: историческая реконструкция советского мегапроекта
Some aspects of social activity in Russia are investigates in this article – what can be meant, what kind of resources can be given for this sector from different types of investors. Problems and modern tendencies in Russian “third sector”. This article is a step of analysis for further research.
The evaluation and analysis of effectiveness of social and social and political projects is one of the important components of the management system of such projects. Presently, no convincing methods for the evaluation of the social effectiveness of investment projects have been elaborated, both in theory and in practice. In the article the methods, which might supplement the traditional approaches to the evaluation of the effectiveness of social projects, are proposed.
The authors demonstrate, that for creating an effective social advertising addressed to young people, when you search creative solutions, you must be based on the positive valuables inherent in this age, developing them from dominants resource. They are making systemizing of positive valuables inherent in youth and discussion in detail steps towards completing the brief and also technologies, which can be using into social engineering.
Based on the experience of project activities implemented in the framework of the educational process in the Nizhny Novgorod campus NRU "Higher School of Economics", the article examines the contribution of the project approach to the development of professional and key competences that are in demand of the labor market.
In the twenty-first century, universities worldwide have found themselves thrust into a great "brain race" as nations, both developed and developing, seek to enhance their place in the global knowledge economy. As the concept of the de-localized university—one that has radically expanded, perhaps even beyond national borders—grows, competing nations have begun reshaping aspects of their national systems to accommodate global standards and metrics.
In Professorial Pathways, Martin J. Finkelstein and Glen A. Jones consider how academic careers vary in countries that are fundamentally different in their organization and dynamics. Building on 25 years of scholarship, the book confronts major questions: What can we learn from the experience of other nations as they seek to balance the seemingly contradictory imperatives of expanding access and ensuring global competitiveness? What are the implications of this rapidly changing policy environment for the health of the academic professions on which university teaching and scholarship depends? And how can we advance the comparative study of higher education and, in particular, of the academic profession?
The volume brings together detailed case studies of the latest—and ever-changing—educational developments in ten countries across Europe (France, Germany, United Kingdom, Russia), Asia (China, India, Japan), North America (United States, Canada), and South America (Brazil). Essays written by respected scholars in the field identify the major structural features of national higher education systems and academic markets that directly shape academic work and careers. Professorial Pathways will be of interest to anyone who toils in the vineyards of comparative and international higher 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.