Обучение предпринимательству в вузах России и мира: зачем, как и с какими результатами?
Academic literature and expert communities actively discuss possible new sources of economic growth and social development. The task of maximizing the creative potential of an individual, including innovative, entrepreneurial activity – is central. The economy and society require a massive influx of technology entrepreneurs and leaders. For the education system, this sets the aim of preparing people who are ready for proactive action in the economic and social sphere. In the present paper, we consider the approaches to training and assessing the effectiveness of educational programs and courses in the field of entrepreneurship education in universities worldwide, and offer an evaluation of the effectiveness of such programs using the example of a course organized with the participation of RVC (“Russian venture company”). The authors hope that the results of the presented study will help to develop the evidence-base approach for creating an integrated ecosystem of entrepreneurship support, including the technological sphere.
The given project is a cmponent of a series of projects under the common title "Improving the USe of Economic Instruments for Water Management in the Republic of Buryatia (Lake Baikal Basin), implemented under the auspices of the Orgnisation o Economic Coopertion and Development (OECD) within the framework of implementation of the EU Water Initiative as applied to the region of Eastern Europe, Caucasus and Central Asia (EECCA). The given second report was prepared in order to analyse international experience in water resources management and identification of instruments that might be used in the Republic of Buryatia.
Many mid-income countries face a significant and challenging problem of low educational achievement. This research looks at a Full-Time Primary Schools Programme implemented in Mexico, to work out if extending the time pupils spend at school can enhance skills in language and mathematics. The results of matching plus difference-in-differences point to a positive impact on schools value-added. The effects are concentrated among poorer schools, with gains after policy adoption of 0.11 standard deviations (SD) in both subjects. However, quantile regressions show that the lowest-performance schools are not benefiting from longer school days, posing questions on programme effectiveness to improve the achievement of those who are more in need. Analysis of causal channels suggests that gains reported by the programme do not come from changes in the composition of teachers and pupils in treated schools, and that richer schools are more prone to devote the extra-time of instruction to non-core subjects, notably sports and arts.
This paper analyzes the role of education in economic growth with special focus on countries with high participation in tertiary education. The practical challenge that this conceptual paper is trying to address is that global economic growth is decreasing in the last decades – especially in developed countries.
The article deals with the problems of the sphere of extra- vocational education in Russia, which is being just forming in our country including different classes of population. According to the author it is important to render relevant services of extra education, taking international experience into account. The author considers that there is a great deal of work in creating national educational standards ahead of us in order to construct a modular vocational education based on them and to form a sphere of extra-vocational education.
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.