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2016 ж. қазан, №4 (44) 
Журнал 2005 ж. қантардан бастап шығады 
Жылына төрт рет шығады 
 
Құрылтайшы: Қостанай мемлекеттік педагогикалық институт 
 
 
Бас редактор: Əбіл
 
Е.А., 
тарих ғылымдарының докторы, профессор  
 
РЕДАКЦИЯ АЛҚАСЫ 
Баймырзаев К.М., география ғылымдарының докторы, Жансүгіров атындағы Жетісу мемлекеттік 
университеті 
Бережнова Е.В., педагогика ғылымдарының докторы, ММХҚИ, Ресей   
Амирова Б.А., психология ғылымдарының докторы, Е.А. Букетов атын. ҚарМУ, Қазақстан  
Елагина В.С., педагогика ғылымдарының докторы, профессор, ЧелМПУ, Ресей  
Рудик Г.А., педагогика ғылымдарының докторы, профессор, PhD д-ы, «Шекарасыз заманауи білім 
беру» орталығының директоры, 
 
Монреаль қ., Канада 
Жаксыликова  К.Б.,  педагогикалық  ғылымдар  докторы,  Қ.  Сəтпаев  атындағы  Қазақ  ұлттық 
техникалық зерттеу университетінің профессоры 
Кульгильдинова Т.А., педагогикалық ғылымдар докторы, Абылай хан атындағы ҚазХҚ жəне ƏТУ-
нің профессоры 
Катцнер Т., Батыс Вирджиния Университетінің профессоры, PhD докторы, АҚШ  
Кайе Ж., философия ғылымдарының докторы, Виа Домисия Университетінің  
профессоры, Перпиньян қ., Франция 
А. Күзембайұлы, тарих ғылымдарының докторы, профессор, ҚМПИ  
Брагина Т.М., биология ғылымдарының докторы, профессор, ҚМПИ  
Важев В.В., химия ғылымдарының докторы, профессор, ҚМПИ  
Куанышбаев С.Б., география ғылымдарының докторы, АМПИ  
Сивохин И.П., педагогика ғылымдарының докторы, ҚМПИ  
Ахметов Т.А., педагогика ғылымдарының кандидаты, доцент, ҚМПИ  
Чаба Толгизи, Венгрияның Сегед Университеті экология кафедрасының ғылыми қызметкері 
 
Нөмірдің жауапты редакторы:  
Б.Ш. Баймұхамбетова, (PhD) философия докторы 
 
РЕДАКЦИЯЛЫҚ КЕҢЕС 
Федоров  А.И.,  педагогика  ғылымдарының  кандидаты,  Орал  мемлекеттік  дене  шынықтыру 
университеті, Ресей 
Утегенова Б.М., педагогика ғылымдарының кандидаты, доцент, ҚМПИ  
Кудрицкая М.И., педагогика ғылымдарының кандидаты, ҚМПИ  
Смаглий Т.И., педагогика ғылымдарының кандидаты, ҚМПИ  
Брагин Е.А., биология ғылымдарының кандидаты, ҚМПИ  
Демисенов Б.Н., физика-математика ғылымдарының кандидаты, ҚМПИ  
Наурызбаева Э.К., тарих ғылымдарының кандидаты, ҚМПИ  
Əлібек Т.К., тарих ғылымдарының кандидаты, доцент, ҚМПИ  
Есіркепова К.К., филология ғылымдарының кандидаты, доцент, ҚМПИ  
Еслямов С.Г., техникалық ғылымдарының кандидаты, ҚМПИ 
 
Тіркеу туралы куəлік №8786-Ж  
Қазақстан Республикасының Мəдениет жəне ақпарат министрлігімен 
19.11.2007 берілген. 
Жазылу бойынша индексі 74081 
 
Редакцияның мекен-жайы:   
110000, Қостанай қ.,  Таран к., 118  
(редакциялық-баспа бөлімі) 
Тел. (7142) 53-34-71 
© Қостанай мемлекеттік педагогикалық институты 
PUBLISHINGS
 
of Kostanay State 
Pedagogical Institute
 
 
 
 
 
Ќостанай мемлекеттік 
педагогикалыќ 
институтыныѕ 
 
ЖАРШЫСЫ 
 
ВЕСТНИК 
Костанайского 
государственного 
педагогического 
института
 

 
 
ҒЫЛЫМИ-ƏДІСТЕМЕЛІК ЖУРНАЛ 
¹
 4
 (44) 
2016 
НАУЧНО-МЕТОДИЧЕСКИЙ ЖУРНАЛ 
 
 
 
 
 
№4 (44), октябрь 2016 г. 
Издается с января 2005 года 
Выходит 4 раза в год 
 
УчредительКостанайский государственный педагогический институт 
 
Главный редактор: Абиль
 
Е.А.,  
доктор исторических наук, профессор 
 
РЕДАКЦИОННАЯ КОЛЛЕГИЯ 
Баймырзаев К.М., доктор географических наук, Жетысуский государственный университет имени 
И. Жансугурова 
Бережнова Е.В., доктор педагогических наук, МГИМО, Россия  
Амирова Б.А., доктор психологических наук, КарГУ им. Е.А. Букетова, Казахстан 
Елагина В.С., доктор педагогических наук, профессор, ЧелГПУ, Россия 
Рудик Г.А., доктор педагогических наук, профессор, д-р PhD, директор Центра 
Современной педагогики «Обучение без границ», г. Монреаль, Канада 
Жаксыликова  К.Б.,  доктор  педагогических  наук,  профессор  Казахского  национального 
исследовательского университетаим. К. Сатпаева 
Кульгильдинова Т.А., доктор пед. наук, профессор КазУМОиМЯ им. Абылай хана 
Катцнер Т., доктор PhD, профессор Университета Западной Вирджинии, США 
Кайе Ж., доктор философских наук, профессор, Университет Виа Домисия,  
г. Перпиньян, Франция 
А. Кузембайулы, доктор исторических наук, профессор, КГПИ 
Брагина Т.М., доктор биологических наук, профессор, КГПИ 
Важев В.В., доктор химических наук, профессор, КГПИ  
Куанышбаев С.Б.доктор географических наук, АГПИ 
Сивохин И.П., доктор педагогических наук, КГПИ 
Ахметов Т.А., кандидат педагогических наук, доцент, КГПИ 
Чаба Толгизи, научный сотрудник кафедры экологии, Университет Сегеда, Венгрия 
 
Ответственный редактор номера:  
Б.Ш. Баймухамбетова, доктор философии (PhD) 
 
РЕДАКЦИОННЫЙ СОВЕТ 
Федоров А.И., кандидат педагогических наук, Урал. ГУ физической культуры, Россия 
Утегенова Б.М., кандидат педагогических наук, доцент, КГПИ 
Кудрицкая М.И., кандидат педагогических наук, КГПИ 
Смаглий Т.И., кандидат педагогических наук, КГПИ 
Брагин Е.А., кандидат биологических наук, КГПИ  
Демисенов Б.Н., кандидат физико-математических наук, КГПИ 
Наурызбаева Э.К., кандидат исторических наук, КГПИ 
Алибек Т.К., кандидат исторических наук, доцент, КГПИ  
Есиркепова К.К., кандидат филологических наук, доцент, КГПИ 
Еслямов С.Г., кандидат технических наук, КГПИ
 
 
Свидетельство о регистрации № 8786-Ж  
выдано Министерством культуры и информации Республики Казахстан  
19 ноября 2007 года. 
Подписной индекс 74081 
 
Адрес редакции:  
110000, г. Костанай, ул.Тарана, 118  
(редакционно-издательский отдел) 
Тел. (7142) 53-34-71 
 
© Костанайский государственный педагогический институт 

ТЕОРИЯЛЫҚ ЖƏНЕ 
            ТЕОРЕТИЧЕСКИЕ И 
САРАПТАМАЛЫҚ-ШОЛУ ЗЕРТТЕУЛЕР 
         ОБЗОРНО-АНАЛИТИЧЕСКИЕ ИССЛЕДОВАНИЯ 
 

УДК 37(4/9) 
 
ISRAELI EDUCATION MARKET 
 
Awada Saleh 
doctoral student, 
Free International University  
of Moldova, 
Carmel College, Israel 
 
Аннотация 
Соңғы 50 жылдықта индустриализация үрдісінің нəтижесінде білім 
беру жүйесінің кəсіби құрылымы жетілдірілді, сонымен қатар, білікті, тə-
жірибелі, жоғары білімді жұмыс күшіне сұраныс артуда. Кəсіби иерархия-
ның төмен деңгейлі қызметіне орналасу үшін білім деңгейі маңызды болды. 
Индудустриализациядан  кейінгі  қоғамда  адамдар  орта  білім  алады, 
болжам бойынша, орта білімнен жоғары  білімді талап ететін  мамандық-
тар артып келеді, арта береді де. Жоғары білімнің маңыздылығы артса да, 
жоғары  білімнін  қызметке  ұласуы  туралы  зерттеулер  аз.  Бұл  ұласу  еңбек 
нарығындағы кəсіби жіне академиялық білім арасындағы қарама-қайшылық 
негізінде. Жоғары білім классификацияларын қолдану арқылы еңбек нарығы-
ның дамуын қарастыратын зерттеулер аз. Бұл мақалада біз жоғары білім-
нің маңызды екі аспектісі: берілетін дəреже түрі жəне зерттеу саласына 
тоқталамыз.  
 
Аннотация 
В  последние 50 лет  возросла  роль  улучшения  профессиональной 
структуры  в системе образования в результате процессов индустриализа-
ции и, в частности, вырос спрос на квалифицированную, опытную и высоко-
образованную  рабочую  силу.  Одновременно  с  этим,  уровень  образования 
стал важным для трудоустройства и на нижнем уровне профессиональной 
иерархии. 
Поскольку  большинство  людей  в  постиндустриальном  обществе 
имеют среднее образования, то доля профессий, которые требуют образо-
вание  выше  среднего,  выросла,  и,  согласно  прогнозам,  будет  продолжать 
расти. Хотя важность высшего образования возросла, существует сравни-
тельно  мало  исследований  о  переходе  от  получения  высшего  образования  к 
работе.  Этот  переход,  как  правило,  понимается  как  следствие  проти-
востояния  между  профессиональным  и  академическим  образованием  на 
рынке труда. Мало исследований рассматривают развитие влияния образо-
вания на  рынке труда, используя детальную  классификацию  высшего  обра-
зования. В этой статье мы сосредоточимся на двух важных аспектах выс-
шего образования: вида полученной степени и области исследования. 
 
Аbstract 
In the past 50 years participation in the education system has increased 
and the upgrading of the occupational structure as a result of industrialization 
processes has created, inter alia, a demand for a skilled, sophisticated and highly 
educated labor force). Concurrently, educational qualifications have become 
important step for employment at the bottom of the occupational hierarchy. 
As most individuals in post-industrial societies attain secondary educa-
tion, the proportion of occupations that require post-secondary education has 
grown, and is projected to continue growing. Although high-level credentials have 
become more important, there is relatively little research on the transition from 
higher education to work. This transition is usually conceptualized as labor 
market consequences of a very crude classification of vocational versus academic 

ТЕОРИЯЛЫҚ ЖƏНЕ 
            ТЕОРЕТИЧЕСКИЕ И 
САРАПТАМАЛЫҚ-ШОЛУ ЗЕРТТЕУЛЕР 
         ОБЗОРНО-АНАЛИТИЧЕСКИЕ ИССЛЕДОВАНИЯ 
 

tracks in higher (mainly secondary) education. There are little number of re-
searches that have explored labor market consequences using a detailed classi-
fication of tertiary education. In this article, we focus on two important aspects of 
tertiary education: type of given degree and field of study. 
 
Түйінді сөздер: орта білім, қамту, білікті түлек. 
Ключевые  слова:  среднее  образование,  занятость,  квалифицированный 
выпускник. 
Keywords: secondary education, employment, qualified graduate. 
 
1. Introduction.  
Academic literature has long been interested in earnings management by companies. Many 
surveys have been published on this topic (Barnea et al., 1976; Imhoff, 1977; Ronen and Sadan, 
1981, p. 474; Buckmaster, 1992, 1997; Healy and Wahlen, 1999; Dechow and Skinner, 2000; 
Fields et al., 2001; Stolowy and Breton, 2004). With major scandals around the world shaking 
investors’ faith in published company accounts, the scale of the problem has recently come under 
the spotlight. Top executives have been found to manage their earnings aggressively, through 
accounting sleight-of-hand and corporate policies designed to improve their companies’ apparent 
performance 
(Ding, Zhnag & Zhnag, 2007, pp. 223).
 
In the past 50 years participation in the education system has increased and the upgrading of 
the occupational structure as a result of industrialization processes has created, inter alia, a demand 
for a skilled, sophisticated and highly educated labor force
 (Murane & Levy, 1996; Shavit & Müller, 
1998).
 Concurrently, educational qualifications have become important for employment at the 
bottom of the occupational hierarchy 
(Collins, 1971, p. 1003), (Katz-Gerro & Yaish, 2003, pp. 571)

As most individuals in post-industrial societies attain secondary education, the proportion of 
occupations that require post-secondary education has grown, and is projected to continue growing. 
Although high-level credentials have become more important, there is relatively little research on 
the transition from higher education to work. This transition is usually conceptualized as labor 
market consequences of a very crude classification of vocational versus academic tracks in higher 
(mainly secondary) education 
(cf. Shavit & Mu¨ller, 1998).
 Little research has explored labor market 
consequences using a detailed classification of tertiary education. In this paper, we focus on two 
important aspects of tertiary education: type of degree attained and field of study (
Katz-Gerro & 
Yaish, 2003, pp. 571)

The increasing demand for a skilled and highly educated labor force resulted, among other 
things, in policies that aimed to elevate the overall educational level in the population 
(cf. Shavit 
&Müller, 1998). 
An important aspect of the expansion of education systems is the growing tendency 
of these systems to become horizontally stratified. For example, the introduction of vocational 
tracks in secondary education parallel to the existing academic track made it possible for previously 
excluded groups to attain secondary education 
(cf. Shavit & Kraus, 1990).
 More relevant to the 
current study, though, is the high degree of differentiation and specialization in tertiary education. It 
has been previously shown that the distribution of individuals across the different fields of study 
within tertiary education is uneven. Most notable is the very high and persistent level of sex 
segregation in tertiary education, where men and women occupy different—sex-typical—fields of 
study (
cf. Jacobs, 1995; Jonsson, 1999).
 This is in spite of the equalization, in most modern societies, 
between men and women in the overall level of educational attainment 
(cf. Shavit & Blossfeld, 1993).
 
The high level of sex segregation in tertiary education is then carried over into the labor market. It 
is well documented in the sociological and economic literatures that the characteristics of sex-
typical occupations are distinct. Compared to occupations that are dominated by men, occupations 
dominated by women tend to have lower rates of pay, are less likely to offer fringe benefits and to 
afford opportunities for training, promotion or the exercise of authority 
(cf. Reskin, 1993, p. 242).
 The 
literature has also documented men’s advantage over women in female-dominated occupations. The 
gender income gap is higher in female-dominated occupations than in male-dominated occupations 

ТЕОРИЯЛЫҚ ЖƏНЕ 
            ТЕОРЕТИЧЕСКИЕ И 
САРАПТАМАЛЫҚ-ШОЛУ ЗЕРТТЕУЛЕР 
         ОБЗОРНО-АНАЛИТИЧЕСКИЕ ИССЛЕДОВАНИЯ 
 

(Williams, 1995; Morgan, 1998),
 while men in female-dominated occupations tend to occupy top 
managerial 
positions (Schreiber, 1979; Williams, 1989, 1995), (Katz-Gerro & Yaish, 2003, pp. 571-572)

The labor market outcomes mentioned above (i.e. the dependent variables) are determined 
by three main factors: social origin, educational history, and labor force activities. We represent 
these factors by a series of independent variables. Social origin measures are represented by three 
variables: Father’s Education includes five categories: primary education or less, secondary voca-
tional education, secondary academic education, post-secondary education, and university degree. 
We construct five dummy variables from these categories and contrast the first four with the last 
one. We also use father’s education as a proxy for father’s occupational prestige since the latter is 
not available. Ethnicity is measured on the basis of the respondents’ and their fathers’ country of 
birth: European-American origin and Israeli origin (Ashkenazi) contrasted with Asian-African 
origin (Mizrahi). We can see in Table I that the majority of respondents are from Ashkenazi origin 
(90%). It is well documented that in Israel, Mizrahi Jews attain less education compared to 
Ashkenazi Jews 
(Kraus & Hodge, 1990).
 Religiosity is measured on the basis of attendance at a 
religious high school contrasted with a non-religious high school 
(Katz-Gerro & Yaish, 2003, pp. 578).
 
2. Materials and Methods. 
The authors used the following methods: a method of logical analysis, the comparative 
method, statistical method, the method of induction and deduction, quantitative and qualitative, 
descriptive and analytical methods. 
3. Results. 
Respondent’s educational history was measured by three variables: Secondary School is a 
measure with three categories: Academic secondary school, Vocational secondary school, and 
External secondary school. The latter refers to individuals who obtained their secondary certificate 
(matriculation diploma) in alternative systems. These vocational post-secondary studies, however, 
lead to the matriculation diploma and are not to be confused with vocational studies that prevent 
one from obtaining a post-secondary degree 
(cf. Shavit, 1984).
 Degree includes four categories, 
representing the highest degree obtained: Post Secondary (mostly vocational), BA, MA, and Ph.D. 
Here we can also see a disparity between the sexes; women are over-represented in post-secondary 
degrees and under-represented in academic degrees, whereas for men the opposite is true. Field of 
Study is a measure with nearly 80 specific fields of study. From this information we construct 16 
categories. Similar results were reported in the USA 
(cf. Jacobs, 1995, table 2, p. 88), (Katz-Gerro & 
Yaish, 2003, pp. 578)

Employment status is an important labor market outcome since higher education credentials 
do not always guarantee a job as labor markets may be faced with growing numbers of over-
qualified individuals 
(Collins, 1971).
 If an increase in society’s educational level is not coupled by a 
sufficient increase in demand for more qualified individuals in the labor market, unemployment 
rates may be relatively higher among the more (that is over-) qualified graduates 
(cf. Hughes & 
O’Connel, 1995).
 Occupational prestige is a common indicator of the translation of educational 
credentials and qualifications into desirable labor market positions. Occupational prestige is 
particularly relevant to the issues discussed here because it is sensitive to the distinction between 
field of study and type of degree. We preferred using prestige over wages because prestige is a 
measure of the attractiveness of an occupation rather than the attractiveness of an individual. There-
fore, labor force experience (and tenure in a particular job) does not affect it. The main problem 
with wages, as far as our research objectives are concerned, is the time scale of this measure. 
Measures based on a person’s current wages over a month, year, or several years will produce 
vastly different results because over the life cycle individuals typically experience variations in 
wages. Finally, we explore whether there is a job match between educational qualifications and the 
job one holds. An indicator of successful placement in the labor force is individuals’ ability to 
occupy positions that are directly related to their educational career and area of expertise 
(Katz-
Gerro & Yaish, 2003, pp. 572)


ТЕОРИЯЛЫҚ ЖƏНЕ 
            ТЕОРЕТИЧЕСКИЕ И 
САРАПТАМАЛЫҚ-ШОЛУ ЗЕРТТЕУЛЕР 
         ОБЗОРНО-АНАЛИТИЧЕСКИЕ ИССЛЕДОВАНИЯ 
 

The other side of the transition from higher education to work is the labor market. In what 
follows we present the major features of the Israeli labor market and its economy. As a result of 
massive immigration waves in the early years of statehood, from 1951 through to 1953, the newly 
created state suffered from severe unemployment. In 1954, mainly due to reparation money re-
ceived from Germany, the economy entered a period of rapid economic growth that continued until 
1965. By the end of this period the reparation payments had ended 
(Aharoni, 1991),
 and in 1966, the-
re was widespread unemployment and a significant drop in GDP 
(Aharoni, 1991, p. 79).
 Economic 
growth began again only after the Six-Day War of 1967, and the period from 1967 to 1972 is cha-
racterized by an exceptionally high and rapid economic growth 
(Remba, 1971).
 From 1974 through 
to 1982, economic growth came to a standstill, and then through to 1988, it improved only margi-
nally. Towards the end of 1988, another recession gripped the economy, coupled with a relatively 
high rate of unemployment. Israel’s economic growth has been accompanied by marked structural 
changes in its various economic segments. The proportion of the population actively engaged in 
agriculture declined, industrial growth slowed down in the late 1970s, and services expanded 
substantially, especially in the public sector 
(Kraus, 1992).
 Israel has a highly centralized, state regu-
lated economy. Ownership of economic resources is divided between the government, the Histadrut 
(the General Federation of Labor), and the private sector, with a growing tendency towards privati-
zation of government and Histadrut enterprises. Up to the early 1990s, the proportion of organized 
labor in Israel was amongst the highest in western societies–about 90% of the work force. The 
Histadrut, which is, inter alia, a labor union, negotiates collective arrangements with the govern-
ment and the private sector that covers most aspects of employment relations, including pay rises 
(Katz-Gerro & Yaish, 2003, pp. 574-575)

There is another, more specific, reason for the exclusion of the Arab sub-population. This 
paper focuses on gender differences in labor market returns. However, the majority of Arab women 
do not participate in the paid economy: in 1989, for example, more than 90% of Arab women did 
not participate in the paid economy (CBS, 1991, p. 327, table 12.8). Thus a comparison of labor 
market returns between men and women amongst the Arab population is problematic 
(Katz-Gerro & 
Yaish, 2003, pp. 575-576)

We also restrict the analyses to younger cohorts (ages 25–44) in order to minimize the effect 
of career mobility. This allows us to examine the direct link between education and work. Put 
another way, we want to minimize the effects of experience and negotiation power on the transition 
into work, while focusing on individuals who were part of education systems that were similarly 
situated in historical and social contexts. At the same time, we have to allow for enough time for 
our respondents to complete military service, obtain a Ph.D. and start working. Our post-secondary 
vocational degree holders cannot accomplish that earlier than the age of 25, while our doctoral 
degree holders can reasonably accomplish that by the age of 44. Finally, we carry out the analysis 
separately for men and women to examine whether schooling has different labor market sequences 
for the two sexes 
(Katz-Gerro & Yaish, 2003, pp. 576)

The main findings can be summarized as follows. First, level of education has no effect on 
the chances of women to be employed, whereas for men the more education they have the higher 
their chances of being employed. At the same time, men and women who did enter the labor mar-
ket, and who have a higher level of education, get better labor market returns. This finding refutes 
the over-qualification argument 
(Hughes & O’Connel, 1995)
, which suggests that unemployment rates 
may be relatively higher among individuals who attained higher education and might be over-
qualified for certain jobs 
(see also Wielers & Glebbeek, 1995), (Katz-Gerro & Yaish, 2003, pp. 585)


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