Застрять в прыжке: как дошкольное и школьное образование переходит на цифру
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with view to improving education policies and outcomes. The data has increasingly been used both to assess the impact of education quality on incomes and growth and for understanding what causes differences in achievement across nations.
The book Khroniki obrazovatelnoi politiki: 1991—2011 [Chronicles of the Educational Policy; 1991—2011] by Boris Startsev is a chronicle of modernization of the Russian secondary and higher education system in the period between 1991 and 2011 from the economic point of view. The events are seen through the eyes of a journalist and presented as a sequence of decisions by decision-makers. The reform is described using the names of ministers and top-ranking officials, and only rarely does one come across the opinions and names of teachers. The value of the book is in the integrity of the story about the process that has been modified more than once.
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.