Независимая оценка качества услуг в социальной сфере: результаты экспертного мониторинга внедрения в 2014–2016 гг.: аналитический доклад
The article examines main elements of the national assessment program NAEP (The National Assessment of Educational Progress) in USA. Among these elements are goals of the SIMCE, users of assessment results, information dissemination strategy, forms of information, information products and their characteristics.
The article discusses the role of the monitoring of students' opinions in National Research University Higher School of Economics. It is argued that the monitoring might be an efficient tool of assessment that allows to foresee possible problems and make proactive managerial decisions aimed to continuous enhancement of quality.
Assessment of the quality of education is currently one of the most important issues concerning development not only the education system, but the economy as a whole. Currently, the new system of efficient external quality assessment tools starts to emerge in Russia. It includes such mechanisms and tools as different accreditation systems, and innovative projects, such as WorldSkills. In this paper, the authors make an attempt to answer the question of whether existing mechanisms are able to ensure the proper level of quality of education, which would be recognized not only by the government, but also by the labour market and the general public.
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.