Значение международного стандарта в системе оценивания уровня знаний иностранного языка в вузах России
Sustaining the so-called ‘international standard’ is a challenging necessity nowadays. In modern dynamic world it is absolutely inappropriate to remain static and stick only to internal regulations. One of the most important things today is to integrate into a global system of education, which gives one a splendid opportunity to be involved in modern processes in order to be highly competitive on the world market. Speaking several foreign languages, i.e. being bilingual, becomes vitally important, as these languages are keys to open the doors to success and fame. English claims to be the language of the universe, the language which is widely spoken in the whole world. The exam which tests the level of English language competence is IELTS - a versatile, internationally accepted leader among various language testing systems. This exam allows each person, especially a young professional, to adapt to a new academic and professional environment in our modern globalized hi-tech world. Unfortunately, in Russia the system of checking knowledge of foreign languages, our internal method of evaluation, leaves much to be desired, being quite self-centered and input-based, thus not allowing the students to integrate into a foreign educational environment. Making international exams a compulsory final examination in Russian universities, as it is already done in our leading institutions (Higher School of Economics for example), will allow local students to continue studies abroad and, with the knowledge and skills obtained, improve our internal system of quality control.
The book aims to develop students’ academic reading and writing skills. It contains a collection of specifically developed tasks to supplement the British course book written by Mark Roberts “English for Economics in Higher Education” (Garnet Publishing Ltd., 2012).
It can be easily used by students, teachers and those who want to develop their academic reading and writing skills.
The system of statistical monitoring in the sphere of education, that was formed within previous years and met well the requirements of the centralized state planning and governance, but it appeared to be outdated in the post-perestroika years and could not adjust to innovative and rapid changes corresponded. For many years HSE Institute for Statistical Studies and Economics of Knowledge has been actively developing scientific and methodology base for information support to education policy-making. One of the most important areas of its activity is modernization of educational statistics. This article covers the evolution of educational statistics methodology in the post-soviet period, as well as recent novelties and key challenges that researchers and statisticians - past, present and future are facing.
Supplementary material to “Economics” by Ch. St. J. Yates to develop reading, writing, listening, speaking academic skills. And to master economic terms.
English language teaching improvement has as its goal the communicative competence development within integration processes.Collocations are essential for communicative competence development. Collocations and different forms of unsupervised acquisition are compulsory components for IELTS preparation.
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.