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Всего публикаций в данном разделе: 79

Авторы:
А Б В Г Д ЕЖ З И ЙК Л М Н О П Р С Т УФ ХЦЧ Ш ЩЭЮЯ
A B C D EF G H IJKL M N OP QR S T UVW XYZ
 
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А Б В Г Д ЕЖЗИ ЙКЛ М Н О П Р С ТУ Ф ХЦЧШЩЭ ЮЯ
ABCD E FGH I JKLMN O PQR S T UVWXYZ
 

Опубликовано на портале: 21-09-2004
Joel Adrian, Элиес Бентабет, Анни Винокур, Том Линей, Жорди Планас, Жорж Прохоров, Даниель Робен, Кароль Сигман, Рената Третьякова, Леонид Маркович Гохберг, Татьяна Львовна Клячко, Марк Львович Агранович, Ирина Андреевна Рождественская, Анатолий Георгиевич Каспржак, Елена Николаевна Соболева
Москва: Изд-во МЭСИ, 2000, cерия "Проект Тасис "Управление образованием"", ч. 1, 344 с.
В книге приводится характеристика всех ступеней российского образования за последние 20 лет 20 века. Особую ценность представляет подробная статистическая информация. Приведены не только контингенты учащихся, численность преподавателей, но и финансовые показатели. В книге обсуждаются механизмы трансформации системы образования в условиях перехода от плановой экономики к рынку. Анализируются перспективы российского образования, направления реформ, в частности, обновление содержания образования, система управления качеством, реформа механизма финансирования, система управления образованием.
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Опубликовано на портале: 30-11-2003
Channing Arndt, Peter Wobst
2003
We examine the performance of the primary school education system in Tanzania over the 1990s - a decade characterized by substantial AIDS deaths. Given the relatively robust correlation between educational attainment and productivity established in the literature in both agricultural and non-agricultural sectors, human capital accumulation through education forms a major component of development strategy. At the same time, AIDS poses clear threats to the goal of human capital accumulation through education. To assess performance of the primary school system, we estimate non-stationary education transition matrices using a minimum cross entropy approach at the national, sub-national, and regional levels for girls, boys, and all students. Results indicate a deterioration in primary school performance using enrollments in grade 7, the final year of primary school, as a metric. This deterioration in performance occurred despite increased real resource allocations to the public education system and positive, if only tepid, overall economic growth trends. We conclude that the HIV/AIDS pandemic has quite likely slowed human capital accumulation in Tanzania.
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Опубликовано на портале: 30-11-2003
Ред.: Felix Büchel, Andries de Grip, Antje Mertens
2003, 264 с.
Сборник статей по экономике образования.
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Опубликовано на портале: 31-12-2003
Nicholas Barr
Oxford: Oxford University Press, 2001, 316 с.
This book is about economics and its application to the welfare state. Its core argument is that the welfare state exists for reasons additional to poverty relief, reasons arising out of pervasive problems of imperfect information, risk, and uncertainty. Barr focuses on the efficiency argument, indicating that the welfare state is here to stay, and discusses the ways in which it can and will adapt to economic and social change.

Опубликовано на портале: 29-11-2003
Ред.: Clive R. Belfield, Henry M. Levin
2003, 736 с.
Сборник научных статей по экономике образования
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Опубликовано на портале: 31-12-2003
Ред.: Mark Blaug
Baltimore: Penguin Books, 1968, 442 с.
В сборник, под редакцией известного специалиста в области экономики образования - Марка Блауга, вошли статьи ведущих экономистов по проблематике экономики образования. В 1 томе обсуждается концепция человеческого капитала, подход “затраты-выгоды” (соst-benefit analysis) к анализу затрат на образование, планирование в области образования. Во 2 томе приводятся статьи по международной копративистике в области планирования расходов на образование в развивающихся странах, обсуждаются соответствующие математические модели. Также в этом сборнике размещено несколько статей по проблеме международной миграции человеческого капитала, о продуктивности и эффективности образования. Отдельное внимание уделяется вопросам финансирования, а именно: принципам финансирования образования в развивающихся странах, образовательным ваучерам. Приводится список рекомендуемых статей по каждой теме.

Опубликовано на портале: 31-12-2003
David Card
Amsterdam: North-Holland, 1999, cерия "Handbooks in Economics", vol. 3a
Education plays a central role in modern labor markets. Hundreds of studies in many different countries and time periods have confirmed that better-educated individuals earn higher wages, experience less unemployment, and work in more prestigious occupations than their less-educated counterparts.1 Despite the overwhelming evidence of a positive correlation between education and labor market status, social scientists have been cautious to draw strong inferences about the causal effect of schooling. In the absence of experimental evidence, it is very difficult to know whether the higher earnings observed for better-educated workers are caused by their higher education, or whether individuals with greater earning capacity have chosen to acquire more schooling.

Economists' interest in this issue was stimulated in the late 1950s by growth accounting exercises which found that rising education levels could explain much of post-war US productivity growth, leaving little room for technological change (see, e.g., Becker, 1964; Griliches, 1970). Skeptics noted that this conclusion was only valid if the observed cross-sectional earnings differences between education groups reflected true productivity differentials, rather than inherent ability differences that happened to be correlated with education (e.g., Denison, 1964). The emergence of large-scale microeconomic datasets in the 1960s led to an outpouring of research on education and earnings, much of it focussed on the issue of "ability bias" in the earnings differentials between more- and less-educated workers. In his landmark survey of the 1960s and 1970s literature, Griliches (1977) concluded that such biases were small - potentially even smaller than other biases that lead measured earnings differences to understate the causal effect of education. In his earlier review of the evidence, Becker (1964) had similarly concluded that ability biases were overstated by critics of the human capital paradigm.2 Despite the careful reasoning of these earlier surveys, however, many analysts continue to believe that the measured partial correlation between schooling and earnings significantly overstates the true causal effect of education, and that findings to the contrary are counter-intuitive.
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Опубликовано на портале: 15-07-2005
Bernard Casey
1997
Этот отчёт основан на телефоннои исследовании 809 академиков Великобритании, проведённом в 96 - 97 гг. Опрос касался следующих тем: студенты и их обучение, научные исследования и научное руководство, распределение времени и управление, условия найма на работу.
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Опубликовано на портале: 31-12-2003
Richard B. Freeman
Amsterdam: North-Holland, 1987, cерия "Handbooks in Economics", vol. 1
The human capital "revolution" of the 1960s and 1970s turned the previously peripheral topic of demand for education into a major area of research for labor economists. Analysis has focused on a variety of questions relating to the role of education in an economy, individual decision-making with respect to demand for education, and social provision of education. At the societal level, the important questions are: What is the contribution of educated labor to national output? What is the substitutability between educated labor and other inputs in production? To what extent does demand for educated labor change with economic development and growth? And, on the wage side: How responsive are educational wage differentials to market conditions? At the level of individual decision-makers the questions are: How well does the economic model of investment in human capital explain individual demands for education and thus the supply of educated labor? How elastic are the supplies of workers to various educational categories? With respect to earnings, we want to know the fraction of the variance in earnings that can be explained by differences in education. Because of the significant public role in education markets, another important question is: What determines public funding for education?

In this chapter I examine the theoretical and empirical findings from the past two or so decades of work on these issues. The chapter shows, I believe, that we have made considerable progress along the paths developed in the late 1950s and early 1960s by T. W. Schultz, G. Becker and others on the economic analysis of demand for education.1 While there are exceptions, the past two decades' work supports the general proposition that economic analysis of rational behavior under specified market and informational conditions goes a long way to understanding the interplay between education and the economy.

The evidence on which this conclusion is based, and the specific findings on the social, individual, market, and public finance questions of concern, are presented in the remainder of this chapter. I begin with the demand for education by the society as a whole, then turn to individual decision-making and wage determination, and conclude with the issues relating to public funding.
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Опубликовано на портале: 15-07-2005
Norman Gemmell
1997
Статья представляет собой обзор различных вариантов моделирования внешних эффектов высшего образования с точки зрения моделей роста и человеческого капитала. Большая часть статьи посвящена также эмпирическому материалу по данной теме.
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Опубликовано на портале: 04-01-2004
Robert Gibbs, Paul Swaim, Ruy Teixeira
Iowa: Blackwell Publishing Company, 1998, 200 с.
Книга-исследование о состоянии рынка труда в сельской местности США. Автором рассеивает миф о наличии огромного разрыва между уровнем повышения квалификации на месте работы, уровнем образования в сельской местности и уровнем образования в урбанизированных районах. В книге представлена реалистичная информация о структуре, слабых и сильных сторонах современного рынка труда, с предложениями новых методов для профессионального роста.
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Опубликовано на портале: 31-12-2003
Eric A. Hanushek
Ред.: Finis Welch
Amsterdam: North-Holland, 2004, cерия "Handbooks in Economics"

Опубликовано на портале: 31-12-2003
Ред.: Caroline Hoxby
Chicago: University of Chicago Press, 2003, cерия "National Bureau of Economic Research Conference Report", 368 с.
Now that the U.S. Supreme Court has declared school voucher programs constitutional, the question of what the effects of school choice will be becomes especially pressing. Contributors to this volume draw on state-of-the-art economic methods to investigate how school choice affects a wide range of issues. Combining the results of empirical research with analyses of the basic economic forces underlying local educational markets, this book presents evidence concerning the impact of school choice on student achievement, school productivity, teachers, and special education. It also tackles difficult questions such as whether school choice affects where people decide to live and how choice can be integrated into a system of school financing that gives children from different backgrounds equal access to resources. Contributors discuss the latest findings on Florida's school choice program as well as voucher programs and charter schools in several other states. Revealing the promise of school choice, this book also examines its pitfalls and shows how to design programs that avoid them.

Опубликовано на портале: 19-04-2007
Marius Leibold, Gilbert J. B. Probst, Michael Gibbert
London: Wiley, 2006, 355 с.
Due to the dramatic shifts in the knowledge economy, this book provides a significant departure from traditional strategic management concepts and practice. Designed for both advanced students and business managers, it presents a unique combination of new strategic management theory, carefully selected strategic management articles by prominent scholars such as Gary Hamel, Michael Porter, Peter Senge, and real-world case studies.
On top of this, the authors link powerful new benchmarks in strategic management thinking, including the concepts of Socio-Cultural Network Dynamics, Systemic Scorecards, and Customer Knowledge Management with practical business challenges and solutions of blue-chip companies with a superior performance
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Опубликовано на портале: 24-12-2003
Flora J. Nankhuni, Jill L. Findeis
Durban, 2003
This paper presents results of research that investigates if long hours of work spent by children in fuel wood collection and water collection activities, hereafter referred to as resource (collection) work, are related to the probability that a child aged 6-14 will attend school. Possible endogeneity of resource work hours is corrected for, using two-stage conditional maximum likelihood estimation. Using data from a 1997-98 Malawi Integrated Household Survey (IHS) conducted by the National Statistics Office (NSO), the study finds that children are significantly involved in resource collection work and their probability of attending school decreases with increases in hours spent on this work. The study further shows that girls spend more hours on resource work and are more likely to be going to school while burdened by this work. Consequently, girls may find it difficult to progress well in school. However, girls are not necessarily less likely to be attending school. The results further show that presence of more women in a household is associated with a lower burden of resource work on children and a higher probability of children.s school attendance while that of men is not. Finally, the study shows that children from the most environmentally degraded districts of central and southern Malawi are less likely to attend school and few of them have progressed to secondary school compared to those from the north region districts.
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