KIMEP University

About: KIMEP University is a education organization based out in Almaty, Kazakhstan. It is known for research contribution in the topics: Corporate governance & Government. The organization has 185 authors who have published 426 publications receiving 5098 citations.

Kazakhstan and Eurasian economic integration: quick start, mixed results and uncertain future

Abstract: In this well-researched and detailed book, the editors provide an extensive and critical analysis of post-Soviet regional integration. After almost two decades of unfulfilled integration promises, a new – improved and functioning – regime emerged in the post-Soviet space: the Eurasian Customs Union between Russia, Belarus and Kazakhstan (ECU).

Multinational Enterprises, Technology Diffusion, and Host Country Absorptive Capacity: A Note

Abstract: Previous empirical studies show mixed support for the hypothesis that the impact of technology diffusion from multinational enterprises (MNEs) on host country productivity growth depends on host country absorptive capacity. One explanation is that the results of these empirical studies are sensitive to the measures of absorptive capacity used. This paper contributes to the empirical literature by investigating average years of schooling and total factor productivity gap as measures of host country absorptive capacity in 38 developed and developing countries. Panel data regression equations are estimated using a cross-sectionally heteroskedastic and timewise autoregressive (CHTA) model. The paper has two main results. The first result does not support the hypothesis that the technology diffusion from MNEs has a positive impact on the productivity growth in developing countries. The second result is that the total factor productivity gap is more appropriate than average years of schooling to measur...

The Power of Language Experience for Cross-Cultural Reading and Writing

Abstract: This article describes two educational settings in Nigeria where teachers adapted a language experience approach for reading and writing instruction. The first setting is a professional development workshop for public school teachers of students in grades 1–6. The second setting includes two groups of students with special needs: a grade 6 class and a grade 7 class. In each location, an important goal is to provide interesting and appropriate reading materials for students learning to read in a foreign language. Our discussion also explores previous research and recommendations related to language experience. We conclude by discussing three powerful benefits from a Language Experience Approach for reading instruction that bridge cultural and linguistic differences. تصف هذه المقالة سياقين تعليميين في نيجيريا حيث تبنى المعلمون مدخل تجربة لغوية من أجل تعليم القراءة والكتابة. والسياق الأول كناية عن ورشة تنمية حرفية لمعلمي المدارس الحكومية في الصفوف 1–66. أما السياق الثاني فهو يشمل مجموعتين من الطلاب الذين معهم حاجات خاصة: الصف السادس والصف السابع. وفي كل موقع يوجد هدف مهم لتوفير مواد مناسبة ومثيرة للانتباه للطلاب الذين يتعلمون القراءة كلغة أجنبية. ويستكشف نقاشنا الأبحاث العلمية السابقة والاقتراحات المتعلقة بالتجارب اللغوية. وفي الختام نناقش ثلاث فوائد قوية من مدخل التجارب اللغوية لتعليم القراءة التي تبني جسرا عبر الاختلافات الثقافية واللغوية. 本文介绍在尼日利亚两个教育环境中的教师，如何修改一个应用于阅读与写作教学的语言经验教学方法。第一个教育环境是为公立学校第一至第六年级的教师所提供的专业培训工作坊。第二个教育环境是包括两组有特殊需要的学生：一班第六年级及一班第七年级的学生。为学习阅读外语的学生提供有趣及适当的阅读教材是每一个教育环境的重要教育目标。本文亦探究过往的研究及与语言经验相关的教学建议。在结论部份，本文讨论一个「语言经验」教学法应用于跨接文化及语言差异的阅读教学上所带来之三大益处。 Cet article presente deux situations pedagogiques au Nigeria d'enseignants ayant adopte une demarche basee sur l'experience du langage pour enseigner a lire et a ecrire. La premiere situation est un atelier de developpement professionnel pour des enseignants d'ecoles publiques de la 1ere a la 6eme annee. La seconde situation comporte deux groupes d'eleves ayant des difficultes particulieres: une classe de 6eme annee et une classe de 7eme annee. Dans chaque cas, un des buts importants est d'apporter a des eleves apprenant a lire dans une langue etrangere un materiau de lecture interessant et approprie. Nous debattons egalement des recherches anterieures et des recommandations concernant l'experience du langage. Nous concluons par une discussion relative a trois benefices importants d'une demarche reposant sur l'Experience du Langage pour un enseignement de la lecture faisant le pont avec les differences culturelles et linguistiques. Авторы описывают два эпизода в образовательном пространстве Нигерии, когда при обучении чтению и письму на иностранном языке применялся подход, основанный на ранее накопленном языковом опыте. Первый эпизод – обучающий семинар для учителей общеобразовательных школ, работающих с учениками первых-шестых классов. Второй эпизод: обучение двух групп учащихся – шести- и семиклассников со специальными потребностями. В каждом случае было важно обеспечить обучаемых подходящими и интересными материалами для чтения на иностранном языке. В статье также описаны предпринятые ранее исследования в области использования языкового опыта учеников, предлагаются рекомендации для учителей-практиков. В заключение формулируются три основополагающих довода в пользу применения этого подхода, который помогает успешно преодолеть национально-культурные и лингвистические различия. Este articulo describe dos escenarios educacionales en Nigeria en los que los maestros adaptaron la experiencia linguistica como acercamiento para ensenar a leer y escribir. El primer escenario es un taller de desarrollo profesional para maestros de escuelas publicas entre el primer y el sexto grado. El segundo escenario incluye dos grupos de estudiantes con necesidades especiales: un sexto grado y un septimo grado. En cada lugar, una meta importante es la de darles lecturas apropiadas e interesantes a los estudiantes que estan aprendiendo a leer en un idioma extranjero. Nuestra discusion tambien incluye investigaciones previas y recomendaciones relacionadas a la experiencia linguistica. Por ultimo discutimos tres beneficios importantes del Acercamiento de la Experiencia Linguistica para la instruccion de lectura que superan las diferencias linguisticas y culturales.

Public–private partnerships in Russia: dynamics contributing to an emerging policy paradigm

Abstract: Public–private partnerships (PPPs) are new in Russia and represent project implementation in progress. The government is actively pursuing PPP deployment in sectors such as transportation and urban infrastructure, and at all levels including federal, regional and especially local. Despite the lack of pertinent laws and regulations, the PPP public policy quickly transforms into a policy paradigm that provides simplified concepts and solutions and intensifies partnership development. The article delineates an emerging model of Russia's PPP policy paradigm, whose structure includes the shared understanding of the need for long-term collaboration between the public sector and business, a changing set of government responsibilities that imply an increasing private provision of public services, and new institutional capacities. This article critically appraises the principal dynamics that contribute to an emerging PPP policy paradigm, namely the broad government treatment of the meaning of a partnership and of ...