Факторы, влияющие на эффективность реформ в сфере образования (на примере эффективного контракта)
In the article on the example of studying the characteristics of implementation of the effective contract in educational institutions analyzed the factors influencing the effectiveness of education reform. It is concluded that the participants' understanding of design change and reform concepts, awareness of the need and importance of the reforms, as well as the course of action on implementing real change and problem solving are the factors to achieve sustainable reforms and deep results.
This monograph aims at analyzing the minimum wage and 'effective contract' legislation in international context, taking into account both historical and modern peculiarities in general and with a particular emphasis on public service. This analysis being performed from a comparative viewpoint, allowed the authors to assess the legislative amendments suggested by the legislator against the labour legislation currently in force. It has also helped to throw light onto the gaps and conflicts in the minimum wage and 'effective contract' regulation and common errors in its enforcement. The authors formulated their own suggestions concerning further legislation development in this field. This monograph was prepared with information support of the "ConsultantPlus" electronic legal database system.
The article presents the current practices of system of remuneration for university teaching staff in higher educational institutions in Russia. The research was based on 51 in-depth interviews in the 6 universities and included the analysis of 100 universities’ local acts of the wage system. The main question of the article is: what are the differences in the remuneration systems in the 6 higher education institutions and why these differences occur. We claim that the universities’ remuneration systems are formed under the impact of 4 factors: 1) external formal accountability to the federal and regional governments; 2) strategic goals of the university (which are often formed as a university response to external accountability); 3) the financial resources of the university; 4) its internal features: the number of university teaching staff, centralized or decentralized management, the number of departments of the university and its’ profiles.
The article deals with the problems of education system reform. The author considers the factors of education market development. The US education system's features are characterized. The approaches to research of the structure of the education services market are justified. The problems in content and forms of educational services in logistics are considered.
What is education? The issue that seems to be fundamental to our field, is very far from being resolved. Both the practical field and the theory can exist without answering this fundamental question, both can run on intuitive assumptions. However, we are entering a period of changes which are likely to shaken such assumptions. Our collective fundamental beliefs would have been disputed if they were explicit, but as assumptions, they held up enough coherence for us to operate. But now the relationships between humans, and their information, knowledge, and learning have been shifting. The very basic questions can no longer be answered with the silent omission. What is learning? What is teaching? What is education and how it related to schooling? This paper is an attempt to squarely face the issue of the nature of education. While it is does not purport to resolve it, it does show that such conversations are both possible and necessary.
This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.
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.