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How Teachers Should Be Paid Commentary to Gita Steiner-Khamsi's Manuscript Teach or Perish: The Stavka System and its Impact on the Quality of Instruction References

Author

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  • Tatyana Klyachko

Abstract

Tatyana Klyachko - Doctor of Sciences in Economics, Dean of the Center for Continuing Education Economics, Institute for Social Analysis and Forecasting, Russian Presidential Academy of National Economy and Public Administration, Professor, National Research University-Higher School of Economics. E-mail: tlk@ranepa.ru. Address: 82, Vernadskogo pr., 119571, Moscow, Russian Federation Gita Steiner-Khamsi's opposition of two teacher salary systems, the teaching load (stavka) system and the weekly workload system, does not seem very productive. The author's analysis of the teacher salary reform in Kyrgyzstan and of the overcrowding of schools appears to make much more sense. Gita Steiner-Khamsi's article is also surprisingly interesting in that it gives the idea of how researchers analyze the processes in foreign education systems. teacher salary systems, teaching load, weekly workload system, teacher salary reforms, overcrowding of schools.

Suggested Citation

  • Tatyana Klyachko, 2016. "How Teachers Should Be Paid Commentary to Gita Steiner-Khamsi's Manuscript Teach or Perish: The Stavka System and its Impact on the Quality of Instruction References," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 276-282.
    • Handle: RePEc:nos:voprob:2016:i:3:p:276-282
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    Cited by:

    1. Tatyana Klyachko & Galina Tokareva, 2017. "Teachers' Salary: Expectations and Results Achieved," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 199-216.
    2. Клячко Т. Л. & Токарева Г. С., 2017. "Заработная Плата Учителей: Ожидания И Достигнутые Результаты," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 199-216.

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