The Enterprisers: The Politics of School in Early Modern Russia
In this monograph I consider the role of institutional entrepreneurs –“projectors” in transferring organizational forms and building new secular school in Russia in the first half of the 18th century. During the period from the beginning of Peter I’s reforms until the accession of Catherine II, the institutional landscape of education in Russia has changed quite drastically. Pre-Petrine and the early Petrine schools were, in essence, pre-modern institutions: a “school” was conceived as a set of students gathering around an autonomous “master”-teacher and his "apprentices". By the time of Catherine II’s accession, however, Russia had a number of recognizably modern schools that differed little in their structure from the classical schools of the 19th century. These institutions were regulated by written instructions mandating, among other things hierarchical organization of faculty and staff; functional delineation of duties; regulation of the learning process and daily behavior of pupils and teachers; formal procedures for assessing and monitoring the students’ achievements and conduct. These schools were designed not just for training, but for achieving internalization by pupils of prescribed patterns of behavior and thinking to be attained through detailed modeling of their daily life and special organization of school space, including a pupil’s isolation from the outside world and constant monitoring. Separate chapters of the book to come out as a result of this project are devoted to the key episodes of implementing these new organizational forms. In the process, we propose a model of constructing the institutional landscape of modernity “from below,” not as the product of abstract “state policy,” but as an outcome of diverse efforts of individual actors, “institutional entrepreneurs,” for whom the introduction of these new organizational forms was a means to realize their own career strategies in competition with other courtiers and bureaucratic players. In the course of this project, we reconstruct the process of transfer of new organizational forms in education in Russia in the first half of the 18th century; demonstrate the role of key players in this process, their motivations, the social, financial, administrative and symbolic resources available to them, and their modes of action; reveal the competitive environment in which they operated; clarify the role of the monarch and the state apparatus in introduction of new organizational forms; identify factors affecting sustainability of new organizational forms. As a result, we propose a model and typology of institutional entrepreneurship as applied to early modern period and demonstrate its relevance to a wide range of countries beyond Russia.
Seventeen papers, originally presented at a conference held in honor of Erik Thorbecke at Cornell University in October 2003, highlight the depth and breadth of Thorbecke's influence in research and policy on poverty, inequality, and development. Papers discuss the growth and roots of Erik Thorbecke's career; the consistency of poverty lines; poverty indices; whether poverty and inequality measures should be combined; an approach to measuring health inequality in India; household investments in education and income inequality at the community level in Indonesia; poverty traps and safety nets; progress in the modeling of rural households' behavior under market failures; labor laws and labor welfare in the context of the Indian experience; macro models and multipliers; multiplier effects and the reduction of poverty; developing an accounting matrix for the euro area; globalization, economic reform, and structural price transmission--social accounting matrix decomposition techniques with an empirical application to Vietnam; institutions, factor endowment, and inequality in Ghana, Kenya, and Senegal; an optimal nonlinear taxation approach combining incentives, inequality, and the allocation of aid when conditionality doesn't work; agricultural research and policy to achieve nutrition goals; and whether dualism is worth revisiting. No index.
The Working Paper examines the peculiarities of the Russian model of corporate governance and control in the banking sector. The study relies upon theoretical as well as applied research of corporate governance in Russian commercial banks featuring different forms of ownership. We focus on real interests of all stakeholders, namely bank and stock market regulators, bank owners, investors, top managers and other insiders. The Anglo-American concept of corporate governance, based on agency theory and implying outside investors’ control over banks through stock market, is found to bear limited relevance. We suggest some ways of overcoming the gap between formal institutions of governance and the real life.
Management in Russia is as difficult to define as a profession as it is in other countries, and the question of what education is appropriate for a future manager is also difficult to define. Business schools in russia need to think more carefully about their curriculums and about what they should be preparing their students for.
Today we could admit the growing demand for high educated experts, but modern technologies provide not only new learning opportunities, but also enormous amount Web-resources to plagiarize. In this paper we try to investigate role of intrinsic motivation on attitude towards plagiarism. Some results received during a project “A cross-cultural study of a new learning culture in Germany and in Russia” concerned intrinsic motivation of ITstudents and attitude to plagiarize are discussed. Analysis showed absence of significant differences in intrinsic motivation and significantly more tolerance of Russian students to plagiarism. We presented analysis of reasons for plagiarism and probable ways to solve with this problem in educational practice.
The article is concerned with results of content analysis of textbooks for high school in the area of social and human sciences. The author uses the typology of values introduced by S. Schwartz which consists of two value axes — “conservation — openness to change” and “selfassertion — caring about people and nature” — and describes values that underlie each subject area and then compares these values with results of mass surveys of the values of Russians.
The objective of this paper is to estimate the factors of intergeneration educational mobility in Russia and Soviet Union, that is to test the equality in accessing the continuation of education at the next level for children from different social groups (families with various levels of the family capital), estimated for different cohorts. The data source is Russian Longitudinal Monitoring Survey (RLMS-HSE) in 2006-11. There are panel data collected in 1994-2011. The sample is representative for Russia population as a whole. In 2006 there were some questions about respondent parents, that allow us to test if there is the dependence between educational level of respondent and some parameters of his/her parents, including their educational level, Communist Party membership and several other.
We estimated the model of probability to get the education of the given level depending on gender, age, nationality, characteristics of parents and birthplace for Russian people born in 1946-1990. Data about respondents' education are collected in 2006-11, about their parents - in 2006. The method of this model estimation is multinomial regression. The model was estimated for the pooled sample, as well as for three cohorts separately: born in 1946-60, 1961-75, 1976-90. It was found out that the family capital (first of all, the educational level of parents and urbanization level) represent an essential obstacle for educational opportunities of Russian high schools graduates. Regression estimation for the pooled sample demonstrates the significant level of dependence of respondents' education on that of their parents.
How are professors paid? Can the "best and brightest" be attracted to the academic profession? With universities facing international competition, which countries compensate their academics best, and which ones lag behind? Paying the Professoriate examines these questions and provides key insights and recommendations into the current state of the academic profession worldwide. Paying the Professoriate is the first comparative analysis of global faculty salaries, remuneration, and terms of employment. Offering an in-depth international comparison of academic salaries in twenty-eight countries across public, private, research, and non-research universities, chapter authors shed light on the conditions and expectations that shape the modern academic profession. The top researchers on the academic profession worldwide analyze common themes, trends, and the impact of these matters on academic quality and research productivity. In a world where higher education capacity is a key driver of national innovation and prosperity, and nations seek to fast-track their economic growth through expansion of higher education systems, policy makers and administrators increasingly seek answers about what actions they should be taking. Paying the Professoriate provides a much needed resource, illuminating the key issues and offering recommendations.
The economic crisis has uncovered three negative Russian tendencies that created institutional obstacles for market economy growth during the last decade: deepening of raw materials specialization, wear and tear of the equipment, gap in scientific and technical progress, and strengthening of the government. To stop these negative tendencies and overcome economic crisis it is necessary to reform developed institutes.
The major problem of the Russian economy is its low performance level. Overcoming development gap in comparison with developed countries will become possible only with the help of innovations. This means that process of generating and using Schumpeterian-type innovations should become the key factor of economic development. It is necessary to note that innovative activity of businessmen can be present in various forms. Depending on existing game rules business activity can get not only productive (J. A. Schumpeter’s creative destruction), but also unproductive (rent seeking) orientation.
The “Concept 2020” analyses the global challenges which Russia faces in its development that amplify high level of social inequality and regional differentiation, preservation of barriers to conducting enterprise activity, weak interrelation of education, science and business, absence of necessary competition in various markets and low level of social capital development. Under these conditions, as A. Gerschenkron wrote, the government becomes the leading factor of economic modernization, and it is its representatives that try to shape the concept of long-term socio-economic development of the country.
It is supposed that gross national product growth will be provided, mainly, by means of priority development of labour productivity and large capital assets investments. Our calculations show they considerably advance growth of productivity and gross national product, and that will lead to increase in a capital intensity of production and falling yield on capital investment. The arising gap between export and import, according to authors of the Concept, will be covered by the accruing inflow of foreign capital.
However the main drawback is the mechanism of maintaining economic growth. Defining concrete aims of development is an important, but an insufficient condition. The institutional mechanism of private sector development stimulation is not developed at all. Meanwhile, sharp increase of expenses on social sphere will raise the question about budget spending. It can be reached either by increase in taxes or by public sector expansion.
In the report it is critically considered not only the official point of view, but also Porter M., Ketels K. “Competitiveness at the Crossroads: Choosing the Future Direction of the Russian Economy”, «The forecast of innovative, technological and structural dynamics of Russian economy till 2030», and RAND Corporation report “The Global Technology Revolution 2020: Trends, Drivers, Barriers, and Social Implications” devoted to tendencies of development of 16 technologies in 29 countries and other forecasts.
In this paper we analyze institutional preconditions and possibilities of application of the concept of social market economy in the 21st century Russia. Basic elements of social market economy are personal liberty, social justice, and economic efficiency.
Personal liberty assumes trust strengthening between agents, development of guarantees of private property, and regular economic policy promoting freedom.
With social justice present market economy promotes social development and strengthens middle class. Democracy will allow to break administrative barriers and to create public control. Social justice also includes address support of vulnerable regions of Russia.
Economic efficiency should be directed towards creation and maintenance of competitive order, strengthening of antimonopoly activity and improving fair entrepreneur’s image. This will make Russia more attractive for workers from abroad and help it develop integrative relations with neighboring countries.
All these measures will raise economic efficiency while creating preconditions for a fast overcoming of the crisis and increasing the well-being and the acceleration of economic development of Russia.
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.
Twenty-four papers examine the state of early childhood development among sub-Saharan Africa's children. Papers discuss the state of young children in sub-Saharan Africa; positioning early childhood development (ECD) nationally--trends in selected African countries; early childhood care and education in sub-Saharan Africa--what it would take to meet the Millennium Development Goals; brain development and ECD--a case for investment; new threats to ECD--children affected by HIV/AIDS; ECD in Africa--a historical perspective; (mis)understanding ECD in Africa--the force of local and global motives; fathering--the role of men in raising children in Africa--holding up the other half of the sky; ECD policy--a comparative analysis in Ghana, Mauritius, and Namibia; participatory ECD policy planning in Francophone West Africa; responding to the challenge of meeting the needs of children under three in Africa; introducing preprimary classes in Africa--opportunities and challenges; inclusive education--a Mauritian response to the "inherent rights of the child"; parenting challenges for the changing African family; ECD and HIV/AIDS--the newest programming and policy challenge; supporting young children in conflict and postconflict situations--child protection and psychosocial well-being in Angola; strategic communication in early childhood development programs--the case of Uganda; the synergy of nutrition and ECD interventions in sub-Saharan Africa; the impact of ECD programs on maternal employment and older children's school attendance in Kenya; the Madrasa ECD program--making a difference; linking policy discourse to everyday life in Kenya--impacts of neoliberal policies on early education and childrearing; community-based approaches that work in Eastern and Southern Africa; whether early childhood programs can be financially sustainable in Africa; and a tri-part approach to promoting ECD capacity in Africa--ECD seminars, international conferences, and the Early Childhood Development Virtual University. Garcia is Lead Human Development Economist in the World Bank's Human Development Department, Africa Region. Pence is Director of the Early Childhood Development Virtual University and Professor in the School of Child and Youth Care, Faculty of Human and Social Development, at the University of Victoria. Evans is Director Emeritus for the Consultative Group on Early Childhood Care and Development. Index.
Тhе article is devoted to the analysis of science, education and business as key institutional agents of civil identity in contemporary society. The civil identity is specified as a subject-object interaction between an individual and a state. Also preconditions for diversification of state power in the field of civic identity forming are determined.