Образовательный процесс в начальной, основной и старшей школе: рекомендации по организации опытно-экспериментальной работы
The article examines the questionnaire developed by F. Hallinger for assessing pedagogical leadership. Numerous international studies show that the principal and his executive team determine the educational strategy of the school, promote its continuous and sustainable development, and ensure high educational results of students. The aim of the study was to justify the possibility of using this diagnostic tool in the work of the principal. It present and discusses the results, their completeness, and the convenience of using the instrument.
The article considers basic elements of educational process innovative management: identification of groups of characters interested in the results of university activity, structurization of educational process parameters and definition of a set of elements of educational process innovative management based on principles of the system approach.
The rapid development of ICT dramatically increases the speed of business processes and the scale of innovation. The flow of changes was formalized in the global trend of digital transformation of the economy. The product of education is the knowledge from which values are produced.
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.