Magnet or disperser? The role of university in talent’s sequential migration in China

Introducing an employment variable with five levels of educational attainment per capita and employing inequality decomposition, this study addresses three questions. How does labour force vary by education and provinces? How does labour force utilization vary by education and provinces? What are the potential causes of differences? We find that the no‐primary‐education group is more endowed in less‐developed provinces and allocated most unequally among education groups across provinces, despite past universal primary education policies. The senior‐secondary‐education group with the largest labour share is a growing concern due to the lower employment rate and largest interprovincial inequality.

У статті здійснено науково-теоретичний аналіз підходів та обґрунтування методологічного концепту побудови та функціонування системи якості вищої фармацевтичної освіти.

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

Research of The Combination of Production and Education In Higher Vocational Education In The Period of Economic Transition

Following developments in the 1980s, the 1990s seem to promise for many governments and societies an increasing concern about the role and relevance of their respective higher education systems. This concern seems to be brought about by several factors such as financial stringency, increased demand, effective articulation between higher and other education sectors, labour market priorities, aging populations, changes in the structure of the 'welfare state', and the interests of minority groups. Increasing participation and the transformation of higher education from 'elite' to 'mass' systems inevitably leads to much larger community involvement and makes higher education more of a 'political issue'. Financial pressures, and the wish of governments to get more value per dollar, appear to be driving higher education systems to change, as does the wish for higher education to be more closely tied to national economies, both in terms of meeting national labour market needs and through research discovering new products or resources. Many national systems of higher education are experiencing profound change. Nearly everywhere, governments are asking their respective higher education systems to participate more effectively and efficiently in producing a better educated, culturally enriched, and more economically secure society. Over the last few years, substantial system restructuring has occurred in several countries with the expressed intention of creating more flexible, adaptive, accessible, and responsive higher education institutions. Some governments, for example, are changing socalled binary systems of higher education into unitary ones; other governments seem to be doing the opposite; still other governments are attempting to encourage greater educational diversity while maintaining the organizational status quo. While the desire seems to be for more diverse and adaptive higher education systems, the process of change and barriers to it are not well understood. Various forcesincluding government policy itselfappear to divert attempts to create more flexible and diversified higher education systems. A clear example of this is the process of the 'homogenization' of higher education, a process which seems to involve an 'upward drift' of institutional goals, characteristics, and functions towards the top of an institutional status hierarchy. Some theoretical work on the stratification of higher education systems and empirical investigations of national higher education structures in terms of the governance and distribution of power within higher education have been carried out. However, there appears to be a need for comparative studies to assess how specific policies are achieved or diverted from their intended purpose by the way in which structures and systems of stratification interact with these policies. While

There has been a substantial convergence in the educational systems of many countries.' Starting with different educational backgrounds, political systems, and economies, both advanced and developing countries have developed similar educational ideologies, institutions, and curricula. One link among some common developments is vocationalism-the orientation of education around preparation for labor markets. In both advanced countries and LDCs, there has been a tendency to consider specific skill training, especially secondary-level vocational education, to be the principal manifestation of vocationalism. This conception is too narrow: every level of schooling, including the university, has become suffused with vocational goals, differentiated along vocational lines, and judged by vocational criteria. To understand the power of vocationalism, it is important to examine the full range of its consequences. In the first part of this article I will discuss different manifestations of vocationalism-understood as specific skill training-in both advanced countries and LDCs. The second section examines some larger consequences of vocationalism, especially its role in educational inflation and in defining the social roles of education. A finding common to many countries is that, despite claims of economic "relevance," vocationalized approaches prove to have little economic justification, fail to resolve the problems that they are designed to address, and generate new problems for education systems. The final section hypothesizes why, given these discouraging findings, vocational solutions to educational and economic problems continue to surface.

В статье рассматриваются проблемы интеграции молодых людей на рынок труда. Современные условия — экономический кризис, пандемия COVID-19 — поставили на грань выживания огромное количество молодых людей по всему миру. Не всем странам удалось сохранить стабильную занятость людей разных возрастов, и особенно молодежи, в течение последних лет, в некоторых странах уровень безработицы резко возрос. Цель исследования — анализ систем высшего профессионального образования в разных странах, который вносит вклад в прояснение характера обучения и трудоустройства молодых людей. Во-первых, мы подчеркиваем роль демографических факторов и экономического роста. Во-вторых, мы рассматриваем различия в организации и функционировании политики высшего профессионального образования и профессиональной подготовки как важный фактор интеграции молодых людей на рынок труда. В-третьих, мы рассматриваем различия в организации и функционировании политики в области высшего образования и профессиональной подготовки в некоторых странах как фактор интеграции молодых людей на рынок труда. В-четвертых, мы изучили эффективность применения элементов дуальной системы обучения в вузах Самарской области, основанной на усилении практической направленности профессиональной подготовки студентов — бакалавров, магистров. При проведении исследования использовался комплексный анализ, включающий в себя социально-демографический, социально-геронтологический, статистико-экономический, социологический, социально-психологический подходы. Полученные результаты свидетельствуют о том, что системы высшего профессионального образования должны сочетать образовательные системы с потребностями работодателей, чтобы адаптировать систему обучения в вузе к меняющимся потребностям рынка труда; образовательные и методические элементы дуальной системы обучения, включенные в соответствующий контекст подготовки бакалавров, магистров, подтвердили свою эффективность. The article deals with the problems of young people’s integration into the labor market. Modern conditions such as the economic crisis and the COVID-19 pandemic have put a huge number of young people on the verge of survival all over the world. Not all countries have managed to maintain stable people employment of different age groups and especially young people in recent years. The unemployment rate has increased sharply in some countries. The aim of the study is to analyze the systems of higher professional education in different countries, which contributes to the clarification of the nature of training and employment of young people. Firstly, we emphasize the role of demographic factors and economic growth. Secondly, we consider the differences in the organization and functioning of higher professional education and training policies as an important factor in young people’s integration into the labor market. Secondly, we concern differences in the organization and functioning of higher education and training policies in some countries as factor in young people`s integration into the labor market. Thirdly, we study the effectiveness of applying the elements of the dual system of education in higher education institutions of the Samara region, based on strengthening the practical orientation of professional training of students — bachelors, masters. The study used a comprehensive analysis that includes socio-demographic, socio-gerontological, statistical-economic, sociological, and socio-psychological approaches. The results indicate that higher professional education systems should combine educational systems with the needs of employers to adapt the system of training at the universities to the changing needs of the labor market; the educational and methodological elements of the dual training system, included in the relevant context of bachelor’s and master’s training, have confirmed their effectiveness.

Previous articleNext article FreeBook ReviewsMartin, Christopher. The Right to Higher Education: A Political Theory. Oxford: Oxford University Press, 2022. Pp. 272. $74.00 (cloth).Jennifer MortonJennifer MortonUniversity of Pennsylvania Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreHigher education is in a moment of crisis. The promise of a college degree as a vehicle of upward mobility has met a reality that seems to reinforce rather than redistribute inequalities. The ballooning costs of colleges and universities leave too many students—mostly low-income and working-class students—saddled with massive debt and, in the worst cases, no degree. Activists calling for “free college” insist that higher education ought to be a universal right on a par with compulsory K–12 education. But this plea has been met with skepticism by higher education scholars, many of whom tend to see the issues saddling the sector as those of distribution, completion, and access (William G. Bowen, Matthew M. Chingos, and Michael McPherson, Crossing the Finish Line [Princeton, NJ: Princeton University Press, 2009], pt. 2). These scholars argue that free higher education mostly benefits those students who are already on the path to college—middle-class and upper middle-class students—rather than those who are the worst off—for example, students who will not complete high school. Despite the truth of this claim, I share Christopher Martin’s frustration with the way this kind of argument normatively flattens the value of higher education. Higher education offers many students an opportunity to cultivate new values, relationships, and talents that will reshape who they are. When we focus solely on distribution, we miss out on having a genuinely rich conversation about the value of higher education.Christopher Martin’s ambitious book rejects the narrow focus on distribution. Instead, aligning with activists who call for free college, he lays out a philosophically careful argument in support of higher education as a universal right. Martin is well aware that his argument runs counter to the received view among scholars of higher education who sharply distinguish between compulsory K–12 education, which is seen as a matter of right, and postsecondary education, which is seen as a matter of choice. Colleges and universities tend to view themselves as part of a market catering to families and young adults who are choosing to pursue higher education for individual, idiosyncratic goals. However, unlike other consumer markets, the benefits individuals reap from higher education build on and reinforce inequalities that take shape early in a person’s life, threatening equality of opportunity. For this reason, we see it as permissible for the government to fund higher education and to have some say in its distribution. These two interests—consumer sovereignty and distributive fairness—have dominated how we think about higher education, Martin argues. The problem, he claims, is that this way of thinking about higher education relies on a very narrow view of individual autonomy—the consumer making choices from which they will benefit, potentially unfairly. As I will suggest later on, there is another diagnosis we might offer—higher education is generally too focused on understanding its role through the lens of the educational goods it offers individuals, ignoring the many other kinds of goods it can offer communities.In chapter 2 Martin considers civic arguments for higher education that develop an alternative to the individual autonomy-based argument he favors. Civic arguments for state-provided education typically turn on two ideas. The first is that education is necessary to ensure the autonomy of future citizens. The second is that education is a public good insofar as educated citizens contribute to our society in a myriad of ways. What scholars call the convergence thesis posits that education can jointly satisfy these two aims. Consequently, the state can compel and should provide education for future citizens. The problem, Martin argues, is that in the case of adults, the convergence thesis falls apart. Adults should be free to choose whether to engage in higher education and what kind of education to pursue. To insist otherwise runs afoul of a central liberal commitment to respecting citizen’s autonomy.Chapters 3 and 4 lay out the central tenets of Martin’s autonomy-based argument for higher education as a right. Martin argues that “citizens have an individual and equal interest in access to post-secondary education” over the course of their life (70). Martin’s argument relies on two important claims. The first is a widely accepted tenet of liberalism—autonomy is essential to flourishing. The second is that education can promote autonomy over the course of a person’s life, not just in the childhood years. Education instills the internal conditions necessary for pursuing a conception of the good, but it also can create environments that support that pursuit over a lifetime. It is the second half of this claim that is central to Martin’s novel theory of higher education as a right.Compulsory K–12 education offers students many of the internal conditions critical to autonomy, but a high school diploma does not transform a student from a nonautonomous being into a fully autonomous one. Once we notice the oddity of thinking of autonomy as a capacity that doesn’t need sustaining over time, Martin argues, we can start to appreciate the limitations of our current way of thinking about the role of postsecondary educational institutions. Martin claims that the environment is critical to supporting the development of autonomy. Postsecondary education, he says, has a critical role to play in creating such an environment. It offers students not just paths to employment but also opportunities to develop their talents, gain knowledge, and encounter values that they might not have previously encountered. Thus, postsecondary education has a critical role in sustaining our autonomy.Note, however, that if we accept Martin’s autonomy-promoting argument, it’s not clear, as he himself acknowledges, that higher education as traditionally conceived is the only or even primary vehicle through which to support adult education. That is, universities and colleges will be but a part, potentially a very small one, of a postsecondary educational sector that supports diverse ways of life. Vocational schools, art schools, and nondegree programs targeting retirees should all play a role in an educational system that is autonomy maximizing. Under Martin’s view, the retiree who hopes to learn more about philosophy and the low-income student who wants to achieve socioeconomic mobility through education both have a claim to postsecondary education.Martin’s account of higher education offers a welcome departure from the labor-market-focused discussion of higher education to which we have become accustomed. He supports a postsecondary education sector guided by the goal of giving all citizens “access to social forms and practices … that run broader than labor market access” (116). This means that the state would exert control over the postsecondary sector to make sure that it not only focuses on responding to labor market incentives but also offers a variety of paths for adults of all ages to pursue. As Martin notes in chapter 5, postsecondary education is a basic right because of the critical role it plays in enabling citizens to pursue a wide variety of ways of life. He argues that this means that the state ought to have significant authority in shaping the opportunities it offers its citizens.This argument would seem to cut against the institutional independence that scholars have typically thought colleges and universities enjoy. Martin accepts this claim but also suggests that it is compatible with colleges and universities enjoying a great deal of authority over their internal affairs. However, according to Martin, the state can interfere to make sure that the sector is not catering exclusively to a too-narrow range of values. The vision of higher education as a right guaranteed by the state is attractive on several fronts, but it leads inevitably to the question we cannot seem to avoid when discussing higher education—who pays?In chapter 6, Martin argues that postsecondary education should be paid for by all of us and thus should be free. His argument is quite simple—financial barriers undermine autonomy. They distort the choices students make in pursuing higher education—whether to attend and what paths to pursue in college and beyond. Debt, in particular, undermines graduates’ capacity to pursue the lives they want. But what about the wealthy? Shouldn’t they at least pay for their education? Martin’s response here is indicative of the broader vision underlying the right to higher education. He argues that if we ask the rich to pay, we, in effect, give them a free pass from “being a full party to [the] liberal social vision” (183) that underlies the right to postsecondary education. The system of higher education we are considering would be a part of the basic structure of autonomy-supporting institutions that all of us can enjoy. This system generates moral obligations for all of us to be citizens that contribute to the common good. Martin suggests that if we allow some in our society to see education as a good for which they are paying, then this would let them “off the hook” from being a party to the moral reciprocity on which the system depends. Many will not find this argument satisfying, but it is consistent with the radical rethinking of the role of higher education proposed by this book.For Martin the right to higher education is akin to the right to health care. Even though some of us use health care more than others, we all (theoretically) have a right to access health care because of the way in which it supports our ability to lead good, flourishing lives. In health care systems like that of Canada, where Martin is based, everyone contributes to the health care system irrespective of need, and everyone is entitled to make use of it irrespective of their ability to pay. Many would balk at the idea that higher education should be seen in this way. It is, after all, not strictly necessary in the way that health care is. Everyone does eventually need to avail themselves of the doctor, but many people have led good, flourishing lives and never interacted with the system of higher education.However, one cannot deny that higher education is an institution that increasingly affects us all, even those who don’t choose to participate in it. The higher education sector plays an enormous role in the labor market; policy decisions; educating our bosses, lawyers, doctors, and politicians; and producing the knowledge on which our society runs. We might not all want to participate in it as students, but there is a strong claim to be made that we all ought to be invested in how it functions. Along these lines, as much as I admire Martin’s careful and compelling argument, I think that it is a mistake to rest the justification for a robust system of postsecondary education on individual autonomy. By doing so, we fail to understand that colleges, universities, vocational schools, community colleges, and the like are not just education institutions but ones that play important civic, cultural, and economic roles in the communities in which they are located.Consider, for example, the problem of educational deserts. In some rural communities, access to higher education is limited, as is access to a variety of well-paying, stable employment opportunities. This can push young people to seek educational and career opportunities elsewhere (Robert Wuthnow, The Left Behind [Princeton, NJ: Princeton University Press, 2018]). As I have argued in previous work (Jennifer Morton, Moving Up Without Losing Your Way [Princeton, NJ: Princeton University Press, 2019]), this dynamic leads to potential costs to the ethical life of those communities. When young people see the incentives of moving far from home, those communities lose valuable members. For example, one might make it easier for young people in a rural community to access higher education by offering free tuition, travel, and admission to existing colleges and universities far from home. Some students might not take up those opportunities, preferring to stay close to home, but many will, and if all goes well, they’ll find that this path leads to the flourishing lives they envisioned elsewhere. The autonomy of the fortunate students is enabled by this intervention, but the conditions for flourishing in the community that they leave behind are not.Would increasing access to postsecondary education in this community enable those who stay there to lead more autonomous lives? One might argue that it would insofar as it would offer those people who want higher education access closer to home. The knowledge and skills that they will now have access to will open up different pursuits, thus increasing their autonomy. This might be a very small cohort, however, and the intervention—a new postsecondary institution—could be quite costly. What about those citizens whose autonomy would be more meaningfully increased by better working conditions or a more generous safety net? When we consider cost, it might seem to make more sense to make it less expensive for young people to leave home than to bring postsecondary education to their communities. However, if we broaden our thinking beyond the benefit to those individuals who are seeking education as a means to pursuing their interests and goals, we see that institutions of higher education can do more for the public good. It can also improve communities.In many cities, including my own, universities and colleges are among the largest employers and own vast swathes of property. These institutions play an outsized role in shaping the residential neighborhoods around them, including funding public schools and the arts, creating employment, and a myriad of other goods that affect the lives of community members in ways that go beyond the educational benefits they confer on students. When these institutions are private, they exercise this power with little government oversight. I agree with Martin that the civic argument in favor of higher education falls short when we narrow our thinking to the civic benefit that graduates will generate when we respect their autonomy. However, this doesn’t require that we give up on evaluating institutions of higher education using a civic lens: perhaps we should think of them not only as educational institutions but also as employers, landowners, and entities with immense political power. This isn’t true of all institutions of higher education, of course, but even a community college in a small town is positioned to further important civic goals. The fact that many are not able to do so because of a lack of financial support is a missed opportunity.The crisis in higher education is not only limited to access or cost; it also involves how we are perceived outside of our institutional walls. There is increasing skepticism of colleges and universities, the expertise we produce, and our social value. To regain our place as a vital institution, we need to reorient the postsecondary sector toward serving the public good more broadly, not just to serving our students and colleagues. Still, Martin’s carefully argued book is a welcome contribution to helping us reimagine the place of higher education in an increasingly unequal and fractured world. Previous articleNext article DetailsFiguresReferencesCited by Ethics Volume 133, Number 2January 2023 Article DOIhttps://doi.org/10.1086/722129 For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Socio-economic development plays a huge role in improving the quality of education. The challenges that modern society presents to labor personnel contribute to the systematic and mobile development of the system of additional professional education. Modernization of the Russian education system is aimed at improving the quality of the pedagogical process. In this regard, at each level of education, the main criterion is the educational result and the assessment of its quality. Objective: to predict the main trends in the development of regional vocational education based on a study of its current state in conjunction with the development of the modern labor market and the national qualifications system and the design of an optimal model for a regional system of continuing professional education. The Republic of Sakha (Yakutia), being part of the Far Eastern Federal District, has its own specific features, including extreme climatic and geographical conditions, remoteness of settlements from the centers, poorly developed transport system and significant population rarefaction, causing socio-economic characteristics and etc. Each natural-climatic zone with its own conditions requires special approaches and technologies in human life and methods of farming. At the same time, the economy of the most northern region of Russia can be characterized as dynamically developing. Today, the republic's leadership has determined the main direction of development of the northern region of Russia: Yakutia needs its own non-primary sector economy, creative industry. In this regard, at the present stage, the formation of the Republic of Sakha (Yakutia) is facing the task of transforming the education system, introducing a new standard for all levels of education, involving from early age to scientific knowledge, the formation of high intelligence, the ability to think freely, outside subject areas, modern competence, focus on "smart economy". Analysis of the scientific literature suggests that one of the main methodological issues of the research is the problem of the readiness of the individual for professional activity, to integrate into the modern labor market. At the same time, the analysis of scientific and pedagogical literature has shown that the issues of forming effective mechanisms and regulations for the development of a regional system of additional professional education in the context of the introduction of the national qualifications system of Russia in the conditions of the region need theoretical understanding and justification. When studying the site materials, we paid attention to the presence in the topics of dissertation research of terms related to additional professional education, continuing professional education, adult education, the development of a regional system of additional vocational education and related organizational mechanisms and regulations, the development of additional professional education in the context of the introduction of a national qualifications system and its elements, modeling or application m cluster principle in the development of additional vocational education. The results of the analysis suggest that the formation of effective mechanisms and regulations for the development of a regional system of additional professional education in the context of the implementation of the National Qualifications System of the Russian Federation is relevant, relevant and requires targeted research. In those years, 80 doctoral and 1,404 doctoral dissertations were announced, of which 32 doctoral and 120 doctoral dissertations deal with various aspects of additional professional (in the overwhelming majority, advanced training) and continuing professional education, adult education. A number of dissertation research, both Ph.D. and doctoral, conducted from 2013–2018, is devoted to studying the interaction of education and the labor market. The regional system of continuing education as a resource for the professional development of the personality was studied in the doctoral dissertation of Ya.A. Ilinskaya; dissertations are defended, highlighting various aspects of teacher development, the formation of their readiness for certain activities: inclusive education of children (I.V. Vozniak), formation and implementation of a personalized electronic educational environment in the conditions of additional professional education (V.B. Klepikov), development support of the spiritual and moral world of orphans (N.F. Yakovlev), development management of intellectually gifted students in the system of continuing professional education (R.R. Bikbulat ov) and others; socio-pedagogical conditions of continuous vocational education support (I.O. Ibragimov, M.S. Zadvorna, E.L. Makarova, A.V. Krasnoslobodtsev, O.S. Korkina, etc.); issues of development of professional success of teachers, professional competencies and professional improvement (M.S. Britkevich, N.V. Ganzha, L.V. Chernikova), organizational and pedagogical conditions for the development of modern additional professional education (V.S. Dmitrieva), modernization of the system certification of students of professional educational organizations in the conditions of the formation of the Russian national qualifications system (S.A. Efimova). Thus, there is reason to believe that the issues of forecasting and designing, as well as the formation of effective mechanisms and regulations for the development of a regional system of additional professional education in the context of the implementation of the national qualifications system of Russia in the region require a focused study.

A qualitative exploration examining the enhancement of students? personal and professional development through an employability focused curriculum

The aim of the article is to assess the impact of the war on regional labour markets. Methodology. The theoretical and methodological basis of the study are the works of classical and modern economic science on the development of the labour market, employment and unemployment, including in the context of the crisis. The monographic method was used to highlight the views of scholars on the problem under study. In the course of the research, the authors used general scientific (analysis and synthesis, induction and deduction, analytical grouping) and special (abstraction, modelling, benchmarking studies, etc.) methods of studying economic phenomena and processes. Data from the State Statistics Service of the Regions of Ukraine for 2021-2023 were used for the assessment. Results. The article provides a comparative analysis of the situation on the labour market for people with higher education in two oblasts of Ukraine – Zaporizhzhia and Khmelnytskyi. The main characteristics studied were the number of vacancies, unemployed, their share in the overall structure of employment and unemployment in the region, and the level of remuneration. The paper establishes that the full-scale aggression of the Russian Federation against Ukraine has had a negative impact on the functioning of the labour market of Ukraine in general and its regional segments in particular. However, this impact was not catastrophic, as evidenced by the situation on the labour market in Zaporizhzhia Oblast, which is mostly occupied. In Khmelnytskyi Oblast, the war resulted in changes in the supply and demand for specialists with higher education, and a reduction in their salaries. This can be explained both by the displacement of relevant specialists and by businesses that contributed to the improvement of the employment situation in the region. The analysis has shown that there is potential to overcome labour market imbalances in the context of people with higher education. Practical significance. The findings have practical and political implications. The results of the analysis can be used to develop the main directions of the state regional policy to overcome the negative impact on the labour market of people with higher education in the conditions of war and taking into account the needs of post-war recovery of the country. Value / Originality. The distinctive feature of this study is its comparative analysis of the impact of the war on the labour market of individuals with higher education in regions that have experienced markedly disparate circumstances since the onset of the full-scale invasion. These include Zaporizhzhia Oblast, which is situated along the frontline and has been partially occupied, and Khmelnytskyi Oblast, which is situated at a considerable distance from the contact line. The analysis has shown that there is a potential to overcome labour market imbalances in the context of people with higher education both during the war and at the stage of post-war reconstruction.

Introduction. Recent trends in the sphere of internationalisation of higher education expand theoretical insights into the dialectical nature of correlation between pedagogical science and educational practice, as well as the relationship between the general direc tions of the development of higher education, its national and regional specifics. An analysis of the experience of internationalisation of universities is required for the development of various models to modernise higher education, including legal education, and to substantiate practical recommendations for reforming the Russian higher education system. To date, an understanding has been reached of the need to internationalise higher education in the context of globalization to increase the competitiveness of the Russian higher education system, as evidenced by the Federal project to maximise the competitive position of Russian universities among the world’s leading scientific and educational centres (The Russian Academic Excellence Project 5-100). Internationalisation, being the key to optimising the export potential of Russian higher education, is essential for the modernisation of legal education.Aim. The research aimed to evaluate the productivity of actual instruments of international cooperation between universities and to outline optimal approaches to the usage of successful practices of international and Russian educational space to enhance the attractiveness of Russian legal education, and, as a consequence, the creation of a sustainable competitive advantage of a higher education institution.Methodology and research methods. Complex, interdisciplinary goals and tasks of the present research predetermined the application of gnoseological and synergetic approaches to the selection of research tools. The gnoseological approach facilitated a more profound analysis of the nature of internationalisation and integration of education in the current international processes. The synergetic approach resulted in the integration of pedagogical and legal research methods to define an optimal internationalisation strategy for the training of multiskilled legal professionals.Results. The authors assessed the effectiveness of the existing ways of internationalization of Russian legal education according to foreign student demand. A comprehensive analysis of the legal, political and social aspects of the current state of attractiveness of the Russian market of educational services and the need to identify the specifics of the internationalization of higher legal education was carried out. The experience monitoring of inter-university international cooperation allowed the authors to determine the conditions for the effectiveness of joint legal programmes (creation of an innovative educational environment, project activities and a flexible management system); to analyse modern pedagogical technologies applicable to legal disciplines; to determine the best schemes used by Russian and European universities for external mobility of students and teachers; to develop the proposals for the introduction of disciplines (for Russian students) provided in foreign languages by Russian and foreign teachers; to propose measures to improve the state policy in the field of interest, aimed at stimulating Russian universities to develop international joint educational programmes.Scientific novelty. The article presented the analysis of positive and negative experiences of Russian universities in application of internationalisation key tools in legal higher education. The acknowledged internationalisation methods of higher education were systematised in general. The additional ways for the integration of Russian legal education, in particular, to the international educational space, were identified.Practical significance consists in the approbation of new methods based on competency and practice-oriented approaches. The authors developed the guidelines for the implementation of internationalisation to enhance university competitive advantage and to increase the demand for graduates in labour market.

Vocational high schools (BHS) constitute a popular school type in Austria and are particularly appealing to students from lower socio‐economic backgrounds. These five‐year schools provide an alternative pathway to a general higher education entrance qualification, combining academic schooling with the “safety net” of school‐based vocational training. Although BHS represent an important route into higher education, with approximately half of graduates entering higher education within three years, the other half do not, with many opting to enter the labour market directly. Drawing on rational action theory, this study examines the relationship between students’ social backgrounds (measured by parental education level), labour market prospects following graduation from BHS, and higher education enrolment. We analyse the further educational and labour market pathways of the entire 2016/17 cohort of Austrian BHS graduates, using unique data that combines several high‐quality administrative registers. Descriptive analysis shows that transition rates to higher education vary considerably according to parental education. We employ logistic regression models to demonstrate that higher regional unemployment rates for the particular vocational qualification of BHS are associated with increased transition rates to higher education. In contrast with the assumptions of the “diversion thesis,” findings indicate that this effect does not vary according to the education of students’ parents. Consequently, BHS graduates with lower levels of parental education are equally likely to be deterred from pursuing higher education by the prospect of employment as those with higher parental education.

This thesis starts by critically assessing human capital theory in the study of education and labour markets. It is argued that, while revealing the statistical significance of factors like ethnicity in education and labour markets, it does not help us to imderstand how education is provided and how labour markets are structured. The reason for this is that it leaves aside the historical and institutional contexts from the analysis, so that the question of why factors like ethnicity gain significance in education and labour markets carmot be addressed appropriately. These fundamental flaws undermine the relevance of human capital theory in the study of higher education and labour markets, and they are indeed compounded in the empirical application to the Malaysian case. Rather than applying the theory or remedying its analytical deficiencies, therefore, this thesis breaks with it and instead adopts a political economy approach that places the role of government at the analytical centre. Being a multi-ethnic coimtry, Malaysia's higher education and labour market policies reflect the trade-off between equity, or inter-ethnic distribution, and efficiency, or economic growth. The main purpose for this is to maintain social stability by lifting up the socio-economic status of Malays whilst increasing the economic pie to distribute. The New Economic Policy set the institutional foundation on which these policies are introduced and implemented. Access to higher education and provision of higher educational services are institutionally arranged in favour of Malays, and the public sector is geared towards employing them. Empirical analysis of the Population and Housing Census Malaysia 2000 points to ethnic differentials in access to higher education and sector selection in labour markets. It is also found that the ethnic factor persists from higher education through to labour markets, implying that the decisions of higher education enrolment and sector selection are made simultaneously.

Education is critical to economic and social development and has an impact on individual’s future income. Education affects not only the potential ability of the individual to increase his or her future income, but can be considered as a source of socio-economic development of the region. This paper presents the results of the evaluation of the education contribution to the socio-economic development of Russian regions. The study was conducted both for the Russian Federation as a whole and for the Federal districts and regions of Russia. We have developed the methodology for calculating the potential contribution of education to the socio-economic development of Russian regions. We assumed that when graduates enter the labour market they contribute to the economic growth and the social activity. From 2005 to 2016, the authors have analysed contribution of the following types of education: secondary general education, basic vocational education, secondary vocational education and higher education. Furthermore, we have considered the contribution of higher education to the socio-economic development of the regions of Russia across types of targeted training and specializations to select a sample of ten territorial subjects of the Russian Federation. We came to the conclusion that the higher education is the main contributor to the socio-economic development of the subjects of the Russian Federation. The potential contribution of the general education system to the socioeconomic development of the subjects of the Russian Federation is due to the fact that it prepares pupils for the following education levels, but not for their entry to the labour market. The results of the research can be used to conduct a regular assessment of the impact of region’s education system to its social and economic development, as well as to optimize the regional structure of secondary and higher education.