Педагоги учреждений дополнительного образования детей как социально-профессиональная группа: мотивации, структура и условия труда (по результатам опроса руководителей и педагогов УДОД), 2013. Информационный бюллетень
The bulletin addresses the results of a survey of teachers and heads of institutions of additional education of children, held as part of the Monitoring the Economics of Education HSE. The characteristics of teachers Hoopoe as a socio-professional groups: education, working conditions, the structure and level of remuneration, motivation, professional activity.
The paper presents results of the OECD research project on recognition of non-formal and informal education (NIE) policy in OECD countries, implemented by the OECD Committee on Education Policy in 2006-2008 for 22 OECD member states and partner countries. Author analyses national policy practices on recognition of NIE adopted by project participating countries, compares achievements and challenges emerged in different economic, social and political contexts to implement this policy area at the national level. It elucidates the role and interests of different national stakeholders in this process, in particular the role of institutions of formal education. In conclusion the author suggests the typology of prevailing NIE models of recognition across different OECD member states and partner countries.
The ethnographic tradition in which this research was conducted requires the nurturing of close and trusting relations between researchers and respondents. Building and maintaining this level of closeness, it transpired, also demanded significant emotional labour from all those involved since it meant overcoming the mistrust and inequality that haunt the research process. We addressed this by modelling our relations with respondents on the everyday practices of the group itself. We also tried to move beyond a purely formal commitment to ‘equality’ in our relations by recognising the equal right of the respondents to question and ‘research’ us. Adopting such an approach, however, had an unanticipated consequence; our interlocutors persistently expected ‘something extra’ from us and, through tests and provocations but also demonstrations of affection, turned the research process on its head, making themselves the agents and us the dependents in the research relationship
The bulletin presents the results of surveys of teachers and heads of institutions of additional education of children, conducted in the framework of the Economics of Education Monitoring HSE. The features of the organization of the educational process, management and financial-economic activity of institutions of additional education of children, the strategies of institutions in the educational market.
The present article contains an analysis of the existing procedure of filling faculty positions. Main issues of this procedure are described and possible solutions are proposed. A concept of federal information portal for announces of faculty vacancies is described. Principles of methodology of candidates evaluation are proposed.
Analyzing the knowledge appropriation concept put forward by J. P. Gee, the author draws parallels between it and activity structure studies, the play concept and self-appraisal studies pursued in the national psychology.
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.