Частные школы России: состояние, тенденции и перспективы развития
The modern market of the private sector of school education in Russia is quite stable. Non-state schools occupy a niche in the Russian education system, but their share is very small. Modern private schools became diverse in size, specialization, cost of educational services. No attempts have been made to describe and analyze it in detail in spite of variety of formats and functions of the private sector of school education in Russia at present moment.
The presented analytical review is the first material that collects and summarizes data about the situation with the private school education sector in recent years. Official statistics, sociological data and interviews were used for the analysis. This report will be useful not only for researchers and practitioners in education, but also to all who are interested in finding ways and mechanisms to improve the quality of Russian education.
In this article we are talking about the early development of the educational process in one of England's North American colonies. Pennsylvania attracted many immigrants from Europe by its religious freedom. Moving to a new land, Europeans from different countries brought their way of life, including various systems of education. Therefore, at the end of the beginning of the XVII-XVIII centuries there were several different types of schools. The national education system, which appeared only in the XIX century has absorbed much of the colonists created.
Recently there have been widely spread models (classifications) of educational institutions (schools) based upon regularly collected statistical data and a presupposition that all the standard indices incorporated in those models have the same meanings concerning to every possible school. The article questions this presupposition.
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.