This article considers the interrelation between education, its structure, and the country's economic development. The following historical facts are analysed: the loss of Great Power status by Spain, the emergence of England as a leader of global economy, and the situation in Russia. The analysis is conducted in the light of the specific character of educational system in each of the above-mentioned countries.
The radical changes in the environment of contemporary organisations call for an analysis of their strategic potential. On the basis of resource approach and its most advanced versions - dynamic capabilities and core competence concept – this article analyses the key element of potential – managerial skills.
This article analyses the activity of parish schools in Russia in the second half of the 19th-the beginning of the 20th centuries as mass public primary schools. The author emphasises the biased attitude to parish schools in Soviet and contemporary Russian historiography as to a conservative and reactionary structure. The article considers the interaction and competition between parish and zemstvo schools in the organisation of public primary education and focuses on the fruitful period of effective mass parish education in the 1880s—1890s.
This article analyses, through the example of German universities, the features of reforms in the PhD education management system, which have been carried out over the last decade in European countries.
This article analyses, by means of the reflective-environmental approach, the potential, features, and limitations to socio-pedagogical support of the subjective development of a student in the framework of additional education. On the basis of the research conducted, the author comes to a conclusion about the necessity of such support both for the development of students' subjectivity and the implementation of subjective functions of additional education.
Problems of development of the person of students of high school are considered. Necessity of introduction of pedagogical support is described, its importance is analysed, target orientations are designated, stages of pedagogical support of students are allocated.