The Legal Regulation of Instruments for Identifying and Supporting Talented (Gifted) Pupils snd Students in Germany
This paper describes Germany’s policy and regulation of in the sphere of identifying and supporting talented (gifted) children. Particular attention is paid to the programmes of finance support for gifted pupils and students, especially children from the families in a bad financial situation. Identification and support of talented (gifted) children is analysed separately with respect to pupils and students. The German experience is estimated as successful and can be borrowed by other countries that do not have such policy and regulation.
Purpose – The purpose of this paper is to introduce findings of comparative analysis and various models based on cultural heritage resources to foster regional development.
Design/methodology/approach – Comparison of operational schemes, market positions and branding of three successful cultural heritage centers in Germany, Great Britain and Russia demonstrates a variety of regional development models based on cultural resources and tourism development, and reveals their advantages and disadvantages.
Findings – The paper evidences the potential of cultural resources and the tourism sector as drivers for regional development, and helps formulate basic recommendations for the Russian situation requiring elaboration of adequate financial and social instruments.
Originality/value – The paper provides a complex analysis of different operational models in three European countries with regard to specific national situations and specificity of heritage operational management.
The chapter summarizes the subsequent articles and gives an introduction into the topic.
The edited book contains selected articles that were presented at the conference "Welt and Wissenschaft" at the National Research University Higher School of Economics in Moscow 2018, April 19.
The article is devoted to the analysis of economic processes, which occured in system of general (common) formation (education) in 2000-2010 years. The special attention is given to questions of financing of school, and also to institutional changes: to introduction of a Uniform graduation examination, division of state and municipal educational establishments into three types: state, budget and independent.