IB_7. Current characteristics of the school educational ecosystem

Sergei I. Zair-Bek (), Tatyana Mertsalova () and Konstantin Anchikov ()
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Sergei I. Zair-Bek: National Research University Higher School of Economics (Russian Federation)
Tatyana Mertsalova: National Research University Higher School of Economics (Russian Federation)
Konstantin Anchikov: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2021, issue 23, 1-43

Abstract: The report presents an analysis of school educational ecosystem monitoring, carried out as part of the monitoring of the economics of education. Responses from schoolteachers and students’ parents, characterizing the state and quality of the educational process at school, including material resources, the quality of school buildings and equipment, the development of digital teaching aids, have been analyzed. The data characterizing the availability of material resources and the quality and nature of their use in the educational process, the influence of these resources on educational relations and quality of educational results have been compared. The issues of relations among students, teachers and parents, their mutual expectations and satisfaction with the quality of learning conditions are highlighted. The most notable insights that stand out in the presented report: - Modern teachers believe that high-quality digital equipment with a high-speed connection to the Internet (66.5%), and specialized classrooms with modern equipment (49.5%) are most important to achieve high educational outcomes. At the same time, 44.7% and 34.3% of surveyed teachers note the absence of these elements of educational infrastructure in schools. - The school administration does not sufficiently stimulate the renewal of the school as an educational ecosystem. Only 13.2% of teachers noted that they receive additional incentive payments at school for the creation of elements of the educational infrastructure; 12.7% - for using digital technologies; 8.6% - for the use of new pedagogical technologies; - Teachers demonstrate a positive attitude towards students with special educational needs: 83.3% of the surveyed teachers say that such children do not create a negative atmosphere in their school. The report uses both the data from economics of education monitoring and the data from federal statistical observation, as well as the results of other sociological studies conducted on this issue in the past three years.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:hig:moneco:v::y:2021:i:23:p:1-43

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