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Of all publications in the section: 743
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Book
Мерцалова Т. А., Заир-Бек С. И., Анчиков К. М. Вып. 5. Национальный исследовательский университет "Высшая школа экономики", 2020.
Added: Oct 8, 2020
Book
Пинская М. А., Хавенсон Т. Е., Чиркина Т. А. и др. Вып. №21 (120): Информационные бюллетени "Мониторинг экономики образования". М.: НИУ ВШЭ, 2017.
Added: Nov 28, 2017
Book
Абдрахманова Г. И., Артемов С. В., Бахтин П. Д. и др. Национальный исследовательский университет "Высшая школа экономики", 2020.
Added: Jan 22, 2020
Book
Боос В. О., Гохберг Л. М., Исланкина Е. А. и др. М.: НИУ ВШЭ, 2020.

HSE Global Cities Innovation Index (HSE GCII) presents a new approach to measuring the innovative appeal of the world’s metropolises. It was developed by the Russian Cluster Observatory of the National Research University Higher School of Economics Institute for Statistical Studies and Economics of Knowledge. The ranking is based on a comprehensive approach to assessing innovation that covers technological development, creative industries, and urban environment. The study is based on a specially developed system comprising 120 indicators calculated for 36 global centers with the use of recognized international data sources. The report presents ranking scores and examines key factors of attracting the world’s most successful knowledge economy individuals to cities. It also discloses the ranking algorithm and provides detailed methodological comments. The publication includes city profi les with full information about their rankings according to each indicator. The publication will be of practical interest to a wide range of readers, including technology entrepreneurs and researchers, representatives of creative industries, urban governance practitioners, and professionals involved in the development of specifi c knowledge economy sectors.

Added: Dec 16, 2020
Book
Гагарина Д. А., Косарецкий С. Г., Гагарин А. С. и др. Ч. 2. М.: Национальный исследовательский университет "Высшая школа экономики", 2019.

It also summarizes the results of many years of work included expert interviews, surveys, visits to organizations, competitions and conferences, the study of the regulatory framework, policy documents and educational programs. The collected materials cover all levels of education and a wide range of issues: the sector’s structure, state policy, contests and competitions, methodological and staffing, accessibility for different categories of children, etc. There is an evidence-based country assessment of the sector’s development, landscape and state policy changes, it has been also identified the development drivers and barriers and highlighted the features of the situation in different directions. The current study shows that robotics has become not only the subject of direct learning, but it is also a medium of instruction in teaching other disciplines and the tool for the high-order skills development, it strongly provides the children and adolescents’ motivation and career guidance including disables. At the same time, the sustainable models of content and staffing, coordination mechanisms have not been formed yet despite of the robotics leading positions as a sector of education development, its attracting public interest and involving various stakeholders. The book is published in two parts. The first one includes the conceptual framework, the sector’s history, its staffing and methodological support, competitions in robotics. The second part discusses the levels and directions of educational robotics. The publication is addressed to professional community of the educational robotics sector, managers and teachers of all education levels.

Added: Oct 3, 2019
Book
Гагарина Д. А., Гагарин А. С. Ч. 1. М.: Национальный исследовательский университет "Высшая школа экономики", 2019.

It also summarizes the results of many years of work included expert interviews, surveys, visits to organizations, competitions and conferences, the study of the regulatory framework, policy documents and educational programs. The collected materials cover all levels of education and a wide range of issues: the sector’s structure, state policy, contests and competitions, methodological and staffing, accessibility for different categories of children, etc. There is an evidence-based country assessment of the sector’s development, landscape and state policy changes, it has been also identified the development drivers and barriers and highlighted the features of the situation in different directions. The current study shows that robotics has become not only the subject of direct learning, but it is also a medium of instruction in teaching other disciplines and the tool for the high-order skills development, it strongly provides the children and adolescents’ motivation and career guidance including disables. At the same time, the sustainable models of content and staffing, coordination mechanisms have not been formed yet despite of the robotics leading positions as a sector of education development, its attracting public interest and involving various stakeholders. The book is published in two parts. The first one includes the conceptual framework, the sector’s history, its staffing and methodological support, competitions in robotics. The second part discusses the levels and directions of educational robotics. The publication is addressed to professional community of the educational robotics sector, managers and teachers of all education levels.

Added: Sep 23, 2019
Book
Власова В. В., Гохберг Л. М., Дьяченко Е. Л. и др. М.: НИУ ВШЭ, 2018.
Added: Jan 29, 2018