Мониторинг экономики образования
The inter-agency approach to the integration of demographic and educational policies aimed at promoting the social well-being of the family forms a set of measures to develop segments of pre-school education (particularly the activities of groups in variable areas of education) to increase access to and reach pre-school education for children of different age groups. The COVID-19 pandemic that has engulfed the global community has affected all areas of activity, including education. It is not enough simply to assess the extent of the damage done to pre-school education during quarantine. Measures should be taken to develop a remote mode of interaction (this will undoubtedly require the training of teachers of different categories) and to assist parents in organizing educational programs for preschool children at home.
Opportunities for the dissemination of different variable formats of pre-school education are explored, the dynamics of demand for them are analyzed, the risks and problems of alternative forms of education in the context of territorial settlements are assessed. Active demand for combined groups from parents of preschoolers has been revealed. In the context of the implementation of the inclusion, there is an increase in the supply to meet the demand for these programs in the combined groups. There is an increased demand for family groups in rural areas. The current situation requires an increase in the number of groups and places in them, taking into account sanitary standards in quarantine.
Inclusive education is a pedagogic approach that has been developed in response to the demand for including children with disabilities in regular school education. The present work is devoted to the studying of the reforming characteristics of the Russian correctional school education and attempts have been made to include inclusive education in particular social context related to Russian secondary schools. This thesis presents a series of studies devoted to the issues of the correctional education reform and the development of inclusive education in St. Petersburg during the period 2012-2016. The first public demonstration against the reform of correctional education started in 2011 after the beginning of the neoliberal educational reforms of the government. Therefore, our first study in 2012 was devoted to the opinion poll of the St. Petersburg residents focused on the reform of correctional and inclusive education. In December, 2012, 396 structured interviews were carried out. They were repeated in March, 2014. It is interesting to note that the study showed a fairly high loyalty to inclusive education. Our second research devoted to stakeholders was conducted in 2014. The first stage was devoted to teachers of regular schools in order to understand the extent of their acquaintance and involvement in the process of implementing inclusive education. 196 questionnaires of respondents - teachers at regular school in 2012 and 343 in 2014 were achieved. The second stage was devoted to the opinion of students of teacher education. We have 276 questionnaires of student-future teachers in 2012 and 269 in 2015. The research revealed quite contradictory assessments and judgments. The results showed that the concept of inclusive education gradually integrates into the life of modern Russia but also requires efforts to fully implement it in the educational process.
The book addresses one of the most relevant issues on the current social agenda – the building of an inclusive society. It covers income, gender and age equality, disability rights, immigrant and language minority rights, inclusive education, body positivity and animal rights. The book is based on up-to-date authentic texts (official documents, newspaper and magazine articles, public speeches) and contains a system of exercises aimed at enhancing communication skills, expanding vocabulary and developing analytical and critical thinking skills.
The book is targeted at graduate students of the foreign language faculties.
The article presents some results of an empirical study conducted to identify the ideas of teachers and heads of educational organizations in St. Petersburg and the Leningrad Region about the problems of implementing the concept of inclusive education. In the process of research, the authors revealed differences and similarities in the respondents' perceptions about the real possibilities and barriers to the implementation of the concept of inclusive education, including their understanding of the actual phenomenon of the inclusive environment and the basic conditions for its organization.
The article describes the modern Russian educational “landscape” where people with disabilities can realize their right to education. Based on the data provided in the Monitoring conducted by the Ministry of Education and Science of the Russian Federation (data for 2015), to analyze teaching models for the students with disabilities, we have chosen the higher education institutions where a number of students with disabilities exceeds 30. The data from the Monitoring were supplemented with the information which came from the websites of these educational organizations. It has been revealed that most of the selected higher education institutions fail to address the educational needs of the students with disabilities (or do not indicate such an orientation thereto) and accurately articulate the educational format. The higher education institutions which implement specialized, integrated, and inclusive education models and a “transitional” model from specialized to inclusive education appear to be more systematic in their teaching approaches for the challenged students. However, such higher education institutions do not constitute the majority. The key findings in the analysis allow us to perceive that today there exists the system of learning and training students with disabilities, with inclusivity being a property of a particular higher education institution rather than the institute of higher education as a whole.
The increase of “friendliness” of the education system towards individuals with disabilities (people with health limitations), especially the development of inclusive education, is a relatively recent humanistic trend that has been set by the most economically developed societies and in which our country has been responsibly integrating for the last two decades. The article summarizes the results of the survey that was conducted in 2017 among NSU graduates with disabilities. The study was aimed at describing how higher education promotes acquisition of the social and physical space by individuals with disabilities, which means ensuring the social inclusion.
The article presents the results of a comparative analysis of the preschool inclusive education implementation practices in small and large cities of Russia. Three cities of different status and different territories are identified and compared. In these cities, all-roundquestionnaire survey among practicing teachers and leaders of preschool education was carried out.The main differences in the respondents' ideas about the basic problems of preschool inclusion development are revealed and possible causes of the identified problems are determined.The research results provide an opportunity to draw preliminary conclusions: in the smaller cities the views of practicing teachers about the problems of inclusive preschool education differ greatly from the views of their colleagues from the large cities.
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.
We address the external effects on public sector efficiency measures acquired using Data Envelopment Analysis. We use the health care system in Russian regions in 2011 to evaluate modern approaches to accounting for external effects. We propose a promising method of correcting DEA efficiency measures. Despite the multiple advantages DEA offers, the usage of this approach carries with it a number of methodological difficulties. Accounting for multiple factors of efficiency calls for more complex methods, among which the most promising are DMU clustering and calculating local production possibility frontiers. Using regression models for estimate correction requires further study due to possible systematic errors during estimation. A mixture of data correction and DMU clustering together with multi-stage DEA seems most promising at the moment. Analyzing several stages of transforming society’s resources into social welfare will allow for picking out the weak points in a state agency’s work.