Интеграция образования, 2018, том 22, № 4 (93)

Научный журнал

Учредитель и издатель:

федеральное государственное  
бюджетное образовательное  
учреждение высшего  
образования «Национальный  
исследовательский Мордовский  
государственный университет  
им. Н. П. Огарёва»

430005, россия, республика Мордовия,  
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издается с января 1996 года
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и «Мк-Периодика» – 46316

ISSN 1991-9468 (Print), 2308-1058 (Online)
Vol. 22, No. 4. 2018
(October – December)
Continuous issue – 93

Scholarly journal

Founder and PubliSher:

Federal State 
budgetary educational 
institution  
of higher education 
“national research  
ogarev Mordovia 
State university”

68/1 bolshevistskaya St., Saransk 430005, 
republic of Mordovia, russia

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Published since January 1996
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© ФГБОУ ВО «МГУ им. Н. П. Огарёва», 2018

При цитировании ссылка на журнал  
«интеграция образования integration of education» обязательна.
Полное или частичное воспроизведение в СМи материалов, опубликованных  
в журнале, допускается только с разрешения редакции

ИнтеграцИя образованИя  
IntegratIon of educatIon

doI: 10.15507/1991-9468

DOI: 10.15507/1991-9468.093.022.201804
Том 22, № 4. 2018
(октябрь – декабрь)
Сквозной номер выпуска – 93
16+

иНтеГрациЯ ОБразОВаНиЯ. т. 22, № 4. 2018

научный журнал «Интеграция образования Integration of education» публикует 
оригинальные научные исследования в области интеграции образования: по проблемам 
формирования региональных систем образования, управления, вертикальной и горизонтальной интеграции, истории систем и учреждений образования, прикладным проблемам 
образования и воспитания, информатизации и технического обеспечения учебно-воспитательного процесса. Наименование и содержание рубрик журнала соответствуют отраслям 
науки и группам специальностей научных работников в соответствии с Номенклатурой 
специальностей научных работников. 

19.00.00 ПСиХОлОГиЯ
13.00.00 ПедаГОГика
22.00.00 СОциОлОГиЯ

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Журнал индексируется и архивируется в: 
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ScoPuS
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(«атрибуция») 4.0 Всемирная

inteGration oF education. Vol. 22, no. 4. 2018

the academic journal Integration of education publishes original researches focused on 
education issues such as formation of regional education and administrative systems, vertical and 
horizontal integration, historical development of education systems and academic institutions, 
applied aspects of education, information and technical support of teaching and learning.the titles 
and contents of sections correspond to branches of science and groups of specialties of scientists 
according to the nomenclature of the higher attestation commission of russia

19.00.00 PSYcholoGY
13.00.00 PedaGoGY
22.00.00 SocioloGY

For complex expert evaluation all manuscripts undergo double-blind peer review. all reviewers 
are acknowledged experts in the relevant fields of expertise. the reviews are stored in thejournal’s 
editorial office for 5 years. the editorial board sends to the authors of the submitted articles 
copies of reviews or a substantiated refusal. the copies of reviews are forwarded by request to 
the Ministry of education and Science of the russian Federation. 
integration of education is registered in russian index of Scientific citations and submits 
information about the published articles to russian index of Scientific citations.
the opinions expressed by authors in the journal do not necessarily reflect those of the editorial board.

the journal is listed in the catalogue of peer-reviewed academic journals and publications 
for publishing of principal scientific findings of dissertations and ulrichsweb Global 
Serials directory

the journal is indexed and archived in:
russian index of Scientific citations
ScoPuS
ebSco
erih PluS
SherPa / romeo
researchbib

the journal is a member of the directory of open access Journals (doaJ), committee on 
Publication ethics (coPe), crossref and the international community of reviewers Publons

all the materials of integration of educationl are available under creative commons 
“attribution” 4.0 license

иНтеГрациЯ ОБразОВаНиЯ. т. 22, № 4. 2018

редакцИонная коллегИя

вдовин Сергей Михайлович – главный редактор, ректор ФГБОУ ВО «МГУ им. Н. П. Огарёва», 
кандидат экономических наук, доцент, orcid: http://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru 
(Саранск, россия)
Полутин Сергей викторович – заместитель главного редактора, директор Нии регионологии 
ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор социологических наук, профессор, orcid: http://
orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Саранск, россия)
гордина Светлана викторовна – ответственный секретарь, кандидат педагогических наук, 
orcid: http://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru (Саранск, россия)
буквич райко Миланович – профессор Географического института «Jovan cvijic» Сербской 
академии наук и искусств, доктор экономических наук, профессор, orcid: http://orcid.org/0000-00016744-3912, r.bukvic@mail.ru (Сербия, Белград)
варгас-Эрнандес Хосе гуадалупе – доктор философии в области государственного управления исследовательского центра экономических и управленческих наук университета Гвадалахары,  
orcid: http://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Гвадалахара, Халиско, Мексика)
гафуров Ильшат рафкатович – ректор ФГаОУ ВО «казанский (Приволжский) федеральный 
университет», доктор экономических наук, профессор, orcid: http://orcid.org/0000-0001-7744-2067, 
public.mail@kpfu.ru (казань, россия) 
загвязинский владимир Ильич – заведующий академической кафедрой методологии  
и теории социально-педагогических исследований ФГаОУ ВО «тюменский государственный 
университет», научный руководитель тюменского научно-образовательного центра раО, доктор 
педагогических наук, профессор, академик раО, orcid: http://orcid.org/0000-0002-6223-6356,  
v.i.zagvyazinskij@utmn.ru (тюмень, россия)
камильо aнджело – доктор философии, ассоциированный профессор менеджмента Школы 
бизнеса Университета Вудбери, angelo.camillo@woodbury.edu (Бербанк, СШа)
кириллова ольга владимировна – председатель российского экспертного совета, представитель рЭС в Scopus cSab, президент ассоциации научных редакторов и издателей, кандидат 
технических наук, orcid: http://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Москва, россия)
кумар Сагар лалит – вице-канцлер (президент) Гималайского университета, доктор философии, 
профессор, dr_lksagar@yahoo.co.in (Нью-дели, индия)
Маврудеас Ставрос – профессор департамента экономики Университета Македонии, доктор 
философии, orcid: http://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Фессалоники, Греция)
Макаркин николай Петрович – президент ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор экономических наук, профессор, orcid: http://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Саранск, россия)
Маралов владимир георгиевич – профессор кафедры психологии ФГБОУ ВО «череповецкий 
государственный университет», доктор психологических наук, профессор, orcid: http://orcid.org/ 
0000-0002-9627-2304, vgmaralov@yandex.ru (череповец, россия)
Мерзлякова галина витальевна – ректор ФГБОУ ВО «Удмуртский государственный университет», доктор исторических наук, профессор, rector@udsu.ru (ижевск, россия) 
Мишра камлеш – вице-канцлер Университета ансал, доктор экономики, misra1957@gmail.com 
(Гургаон, Харьяна, индия)
Саранцев геннадий Иванович – заведующий кафедрой методики преподавания математики  
ФГБОУ ВО «МГПи им. М. е. евсевьева», доктор педагогических наук, профессор, orcid: http://
orcid.org/0000-0002-1571-5100, gisarancev@mail.ru (Саранск, россия)
Сингх кадьян джагбир – почетный президент института управления стрессом и прикладных 
наук, ассистирующий профессор департамента коммерции колледжа им. Свами Шраддхананда Университета дели, доктор философии, dr.jskadyan@gmail.com (Нью-дели, индия)
Стриелковски вадим – профессор Пражской бизнес-школы, директор Пражского института 
повышения квалификации, научный сотрудник калифорнийского университета Беркли (СШа), доктор 
наук, профессор, orcid: http://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Прага, чехия) 
Фёльдeш Чаба – заведующий кафедрой германского языкознания факультета гуманитарных наук Эрфуртского университета, доктор филологических наук, профессор, foeldes@foeldes.eu (Эрфурт, Германия)
Хамуда Самир – профессор физического факультета университета Бенгази, dr.hamouda@gmail.com 
(Бенгази, ливия)
Холяйль Ханафи – президент Университета азМ в триполи, доктор философии, профессор, 
hholail@azmuniversity.edu.lb (триполи, ливан)
Чошанов Мурат аширович – профессор кафедры математических наук и подготовки учителя 
техасского университета, доктор педагогических наук, профессор, orcid: http://orcid.org/0000-00022852-4311, mouratt@utep.edu (Эль-Пасо, техас, СШа) 
Чупрунов евгений владимирович – ректор ФГаОУ ВО «Национальный исследовательский Нижегородский государственный университет им. Н. и. лобачевского», доктор физико-математических 
наук, профессор, orcid: http://orcid.org/0000-0002-6455-1026, rector@unn.ru (Нижний Новгород, россия) 
Шафранов-куцев геннадий Филиппович – научный руководитель ФГаОУ ВО «тюменский государственный университет», доктор философских наук, профессор, академик раО, orcid: http://orcid.org/ 
0000-0001-7823-0525, g.f.kucev@utmn.ru (тюмень, россия)
Юсофф Сазали – директор института педагогического образования tuanku bainun campus (iPGKtb), 
Министерство образования Малайзии, доктор философии, sazali@iab.edu.my (Пенанг, Малайзия) 
янчук владимир александрович – декан факультета профессионального развития специалистов 
образования ГУО «академия последипломного образования», доктор психологических наук, профессор, 
orcid: http://orcid.org/00000-0002-4524-8371, yanchuk1954@gmail.com (Минск, республика Беларусь)

inteGration oF education. Vol. 22, no. 4. 2018

edItorIal Board

Sergey М. Vdovin – editor in chief, rector of national research Mordovia State university, Ph.d. 
(economics), associate Professor, orcid: http://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru 
(Saransk, russia)
Sergey V. Polutin – deputy editor in chief, director of research institute of regional Studies 
of national research Mordovia State university, dr.Sci. (Sociology), Professor, orcid: http://orcid.
org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Saransk, russia)
Svetlana V. gordina – executive editor, Ph.d. (Pedagogy), orcid: http://orcid.org/0000-0003-2265-418X, 
inted@adm.mrsu.ru, inted@mail.ru (Saransk, russia)
rajko M. Bukvich – Professor of Geographic institute “Jovan cvijic” of Serbian academy of Sciences 
and arts, dr.Sci. (economics), Professor, orcid: http://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru  
(belgrad, Serbia)
angelo a. camillo – Ph.d., associate Professor of Management, School of business, Woodbury university, angelo.camillo@woodbury.edu (burbank, uSa)
evgeniy V. chuprunov – rector of lobachevsky university, dr.Sci. (Phys.-Math.), Professor, orcid: 
http://orcid.org/0000-0002-6455-1026, rector@unn.ru (nizhniy novgorod, russia)
csaba földes – Professor of Germanic linguistics, Faculty of humanities, university of erfurt,  
foeldes@foeldes.eu (erfurt, Germany)
Ilshat r. gafurov – rector of Kazan (Volga region) Federal university, dr.Sci. (economics), Professor, 
orcid: http://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Kazan, russia)
Samir Hamouda – Professor, department of Physics, university of benghazi, dr.hamouda@gmail.com 
(benghazi, libya)
Hanafy Holail – university President, aZM university, Ph.d., Professor, hholail@azmuniversity.edu.lb 
(tripoli, lebanon)
Jagbir Singh Kadyan – President of international institute of Stress Management & allied Sciences, 
new delhi, india, asst. Professor, dept of commerce, Swami Shraddhanand college, university of delhi, 
india, M.com (PiMr & Marketing); M.a (eco); MMS (Fin); Gdc&a; MiMa;  doctor of Philosophy 
(Ph.d.), dr.jskadyan@gmail.com (new delhi, india)
olga V. Kirillova – President of the russian expert council (rec), representative of the rec in Scopus 
Scab, President of association of Scientific editors and Publishers, Ph.d. (engineering), orcid: http://orcid.
org/0000-0002-0785-6181, ovkir@list.ru (Moscow, russia)
Sagar lalit Kumar – Vice chancellor (President) of himalayan university, Ph.d. (education) & d.litt. 
(education), Professor, dr_lksagar@yahoo.co.in (new delhi, india)
nikolay P. Makarkin – President of national research Mordovia State university, dr.Sci. (economics), 
Professor, orcid: http://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Saransk, russia) 
Vladimir g. Maralov – Professor of Psychology chair, cherepovets State university, dr.Sci. (Psychology), honored Scientist of the russian Federation, orcid: http://orcid.org/0000-0002-9627-2304, 
vgmaralov@yandex.ru (cherepovets, russia)
Stavros Mavroudeas – Professor of Political economy, department of economics, university of Macedonia, Ph.d., orcid: http://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (thessaloniki, Greece)
galina V. Merzlyakova – rector of udmurt State university, dr.Sci. (history), Professor, rector@udsu.ru 
(izhevsk, russia)
Kamlesh Misra – Vice chancellor, ansal university, Ph.d. (Philosophy), misra1957@gmail.com 
(Gurgaon, india)
gennady I. Sarantsev – head of the chair of teaching Methodology for Mathematics, Mordovian 
State Pedagogical institute named after M. e. evseviev, dr.Sci. (Pedagogy), orcid: http://orcid.org/00000002-1571-5100, gisarancev@mail.ru (Saransk, russia)
gennady f. Shafranov-Kutsev – research Supervisor, tyumen State university, dr.Sci. (Philosophy), 
Professor, Member of the russian academy of education, orcid: http://orcid.org/0000-0001-7823-0525, 
g.f.kucev@utmn.ru (tyumen, russia)
Wadim Strielkowski – Professor of Prague business School, director of Prague institute for 
Qualification enhancement, Visiting Professor of university of california, Ph.d., Professor, orcid: http://
orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Prague, czech republic)
Mourat a. тchoshanov – Professor, departments of Mathematical Sciences and teacher education, university of texas at el Paso, texas, uSa, Ph.d., orcid: http://orcid.org/0000-0002-2852-4311,  
mouratt@utep.edu (el Paso, texas, uSa)
José g. Vargas-Hernández – Member of the national System of researchers of Mexico. research professor at university center of economic and Managerial Sciences, university of Guadalajara, M.b.a.; Ph.d., 
orcid: http://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Guadalajara, Jalisco, México)
Vladimir a. Yanchuk – dean of Faculty of development for Specialists in Sphere of education 
of academy of Postgraduate education, dr.Sci. (Psychology), Professor, orcid: http://orcid.org/ 
00000-0002-4524-8371, yanchuk1954@gmail.com (Minsk, belarus)
Sazali Yusoof – director at institute of teacher education tuanku bainun campus, Ministry of education of Malaysia, Ph.d., sazali@iab.edu.my (Pinang, Malaysia)
Vladimir I. Zagvyazinsky – head of the academic department for Methodology and theory of Social and 
Pedagogical research, tyumen State university, Scientific Supervisor of tyumen Scientific and educational 
center of russian academy of education, dr.Sci. (Pedagogy), Professor, academician of russian academy 
of education, orcid: http://orcid.org/0000-0002-6223-6356, v.i.zagvyazinskij@utmn.ru (tyumen, russia)

иНтеГрациЯ ОБразОВаНиЯ. т. 22, № 4. 2018

coдерЖанИе

Международный опыт интеграции образования

С. С. реми, б. Харизма. Влияние экономической ситуации в индонезии  
на доступность среднего образования ........................................................................ 596

И. а. коршунов, т. а. Мешкова, М. С. Мирошников, М. н. Сверчков. 
дополнительное профессиональное образование российских университетов:  
интеграция в международные рынки ......................................................................... 612

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б. а. Мукушев, б. С. Желдыбаева, И. С. Мусатаева, С. б. Мукушев,  
к. У. кариева, а. б. турдина. Формирование научного мировоззрения  
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а. И. бокарев, е. С. денисова, а. М. добренко, в. С. Сердюк.  
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л. С. Подымова, н. а. Подымов, е. а. алисов. Готовность педагогов  
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М. Ф. бакунович, н. л. Станкевич. Самоконтроль как базовый элемент 
профессиональной компетентности будущих iт-специалистов ......................................... 681

М. е. баулина. Образовательная траектория и нейропсихологическое  
сопровождение детей после кохлеарной имплантации ........................................................ 696

Социология образования

М. к. Шнарбекова. Эффекты семейного капитала в стратегии  
выбора высшего образования казахстанской молодежью .................................................... 712

академическая интеграция

н. в. бордовская, е. а. кошкина, М. а. тихомирова, н. бочкина.  
кейс-метод как средство оценивания и развития терминологической  
компетентности будущего педагога ................................................................................ 728
а. к. белоусова, н. к. еприцкая. Совершенствование обучения иностранному  
языку через сравнительный анализ образов пословиц и поговорок .......................... 750

Информация для авторов и читателей .......................................................................... 766

Информация для авторов и читателей (на англ. яз.) .................................................. 768

http://edumag.mrsu.ru
doi: 10.15507/1991-9468.093.022.201804
iSSn 1991-9468 (Print) 
iSSn 2308-1058 (online) 

inteGration oF education. Vol. 22, no. 4. 2018

contentS

International experience in the Integration of education

S. S. remi, B. Kharisma. impact of economic Situation on availability  
of Secondary education in indonesia ............................................................................ 596

I. a. Korshunov, t. a. Meshkova, M. S. Miroshnikov, M. n. Sverchkov.  
russian universities’ Further education: integration with international Markets .......... 612

Modernization of education

B. a. Mukushev, B. S. Zheldybayeva, I. S. Mussatayeva, S. B. Mukushev, K. u. Kariyeva, 
a. B. turdina. Shaping Scientific Worldview of Schoolchildren by including  
Synergetics into the content of education .................................................................. 632

a. I. Bokarev, е. S. denisova, a. M. dobrenko, V. S. Serdyuk. Methods  
for optimization of Student’s number in higher educational institutions .................... 648

Pedagogical Psychology

l. S. Podymova, n. a. Podymov, е. а. аlisov. readiness of teaching Staff  
to ensure Personality Safety in innovative educational environment ........................... 663

M. f. Bakunovich, n. l. Stankevich. Self-control as a core  
component of Professional competence of it Students ............................................. 681

M. e. Baulina. educational Path and neuropsychological Support for  
children after cochlear implantation ............................................................................. 696

Sociology of education

M. K. Shnarbekova.the effects of Family capital on Kazakh Youth  
Strategies in the choice of higher education ............................................................... 712

academic Integration

n. V. Bordovskaia, e. a. Koshkina, M. a. tikhomirova, n. Bochkina.  
case Method as a tool for evaluation and development of terminological  
competence of Future teachers ................................................................................... 728

a. K. Belousova, n. K. epritskaya. improving the  
teaching of Foreign languages through comparative analysis  
of images in Proverbs and Sayings .............................................................................. 750

Information for Authors and Readers of the Journal ........................................................ 766

Information for Authors and Readers of the Journal (in English) ................................... 768

http://edumag.mrsu.ru
doi: 10.15507/1991-9468.093.022.201804
iSSn 1991-9468 (Print) 
iSSn 2308-1058 (online) 

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 22, № 4. 2018

Impact of economic Situation on availability  
of Secondary education in Indonesia

S. S. Remi, B. Kharisma* 
University of Padjadjaran, Bandung, Indonesia, 
* bayu.kharisma@unpad.ac.id

Introduction. School transition is important as a benchmark for education progress in many developing 
countries, including indonesia. Moreover, the school transition has been identified as a crucial turning point 
in school progress in indonesia. the purpose of the article is to analyze the role of income, gender against 
the school transition in indonesia.
Materials and Methods. Methods in this research were conducted in two phases, fixed effect and conditional 
logit. the data used are from the indonesian Family life Survey and to capture the occurrence of several 
events in indonesia with the risk associated with economic crisis in indonesia against school transition. 
results. a sharp permanent income decrease shock will have a larger effect upon parental investment than 
one realized later in the child’s lifetime and the effect of permanent household income shocks is significant 
and decreases in older childhood, as predicted by the permanent income hypothesis. When household income 
is faced with shocks constraint conditions of loans and credit market imperfections, girls tend to be used 
as a coping strategy to support private consumption in doing consumption smoothing, especially transition 
from primary to junior secondary education.
discussion and conclusion. Permanent income have long-term consequences of the decision-making 
process in the school transition. Girls experienced an increase in continuing education, especially at higher 
levels. Furthermore, when household income is faced with shocks constraint conditions of loans and credit 
market imperfections, girls tend to be used as a coping strategy to support private consumption in doing 
consumption smoothing.

Keywords: complete secondary education, role of income, gender, fixed effect, conditional logit, school 
transition

For citation: remi S.S., Kharisma b. impact of economic Situation on availability of Secondary education in 
indonesia. Integratsiya obrazovaniya = integration of education. 2018; 22(4):596-611. doi: 10.15507/19919468.093.022.201804.596-611

© remi S. S., Kharisma b., 2018

Удк 373.5(594)

doi: 10.15507/1991-9468.093.022.201804.596-611

http://edumag.mrsu.ru
ISSn 1991-9468 (Print), 2308-1058 (online)

МеЖдУнародный оПыт ИнтеграцИИ 
образованИя / InternatIonal exPerIence  
In tHe IntegratIon of educatIon

контент доступен под лицензией creative commons attribution 4.0 license. 
the content is available under creative commons attribution 4.0 license.

IntegratIon of educatIon. Vol. 22, no. 4. 2018

InternatIonal experIence In the IntegratIon of educatIon

влияние экономической ситуации в Индонезии  
на доступность среднего образования

С. С. Реми, Б. Харизма* 
Университет Панджаджаран, г. Бандунг, Индонезия, 
* bayu.kharisma@unpad.ac.id

введение. В статье дается анализ экономической ситуации в индонезии в контексте проводимой государством образовательной политики. Переход учеников из начальной школы в школы последующего 
уровня является важным показателем прогресса в области образования во многих развивающихся 
странах, в том числе в индонезии. доступность среднего образования была определена в качестве 
важнейшего приоритета в развитии школы в индонезии. цель статьи – проанализировать влияние 
доходов и гендерных факторов на доступность среднего образования в индонезии.
Материалы и методы. В процессе исследования использовались фиксированный эффект и условный 
логит. данные взяты из индонезийского обследования семейной жизни. 
результаты исследования. На широком статистическом материале (для анализа ситуации были из- 
учены и обработаны данные по СШа, англии, Пакистану, Мадагаскару, Мексике) показано, как финансовые трудности вызывают проблемы с посещаемостью школы и приводят к отказу от получения 
или продолжения образования. В связи с этим обстоятельством такие семьи подразделяются на два 
типа домохозяйств. Среди ключевых причин, препятствующих посещению детьми школы, по степени значимости выделены следующие: экономический кризис в стране, стихийное бедствие, смерть 
или тяжелая болезнь главы семейства, потеря бизнеса, работы. Ситуация также проанализирована 
по таким факторам, как половозрастные характеристики и место проживания (городские и сельские 
жители и их источники дохода) и др.
обсуждение и заключение. Предложена оригинальная динамическая модель домохозяйств, инвестирующих в образовательную деятельность в условиях неопределенности и с учетом постоянности/
переменности источника дохода. Материалы статьи будут полезны ученым-экономистам, а также для 
других исследователей, интересующихся экономикой образования, особенно проблемой доступности 
среднего образования во время экономического кризиса в индонезии.

Ключевые слова: полное среднее образование, роль дохода, пол, фиксированный эффект, условный 
логит, доступность среднего образования

Для цитирования: Реми С. С., Харизма Б. Влияние экономической ситуации в индонезии на  
доступность среднего образования // интеграция образования. 2018. т. 22, № 4. С. 596–611.  
doi: 10.15507/1991-9468.093.022.201804.596-611

Introduction

School transition is an important time 
for children, families, and school communities. research suggests that children 
who make a smooth transition and experience early school success tend to maintain 
higher levels of social competence and 
academic achievement1. Meanwhile, the 
school transition has been identified as  
a crucial turning point in school progress 
in indonesia. human capital investment in 
education is one essential component for 
the economic and social development of 
a country as education is one of the vital 
strategies to overcome poverty in most 
developing countries. if there is a decrease 
in the quality of human capital, it will be 

likely to have both direct and indirect consequences to the level of social welfare, 
poverty and economic development of  
a country. one of the problems of the 
decline in human capital investment in developing countries, including indonesia, is 
the vulnerability of various risks associated 
with the shocks leading to high levels of 
volatility in income resulting in low levels 
of school enrolment, school transition and 
high level of dropout. 
Generally, household options regarding 
education investment in addressing negative income shock can be divided into two. 
First, when households are faced with negative shocks, then the parents will encourage their children to be involved directly 

1 World bank. World development report 2007: development and next Generation. Washington dc; 
2006.

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 22, № 4. 2018

МЕждуНАРОдНый ОпыТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ 

in activities that can generate income for 
the family making time allocated for education relatively small [1]. in this case, if 
the time allocation can be done optimally, 
it can reduce the level of school attendance 
without increasing dropout rate. Second, 
the presence of negative shocks will have 
an impact on the level of participation in 
education, either temporarily or permanently forcing parents not to send their 
children to school [2]. 
Some of the events in indonesia with 
risks associated to negative income shocks 
on human capital investment are el nino 
disaster, the indonesian mid-1997 economic 
crisis, the death or the prolonged illness of 
the household head or household members, 
the loss of household business due to natural disaster, the loss of jobs and the decline 
of household incomes caused by natural 
phenomena such effects of weather, locust, 
etc. Furthermore, another issue of concern 
in many developing countries associated 
with negative income shocks is the widening 
gender disparities among boys and girls to 
school participation rates, including school 
transition. Finally, another critical issue is 
the presence of resource competition among 
siblings in the household when it comes to 
borrowing constraints condition and credit 
market imperfections. 
Several studies on the effect of negative 
shocks to investment in human capital, especially in the field of education, involve a variety of different empirical results. Sawada 
showed that permanent and transitory incomes affected schooling decision process for 
school entrants and dropouts in Pakistan [3].  
Subsequently, schooling response to transitory income is consistently larger for 
daughters than sons; followed by resource 
competition. chevalier et al showed that 
permanent income had a significant effect on 
children schooling in the uK, with stronger 
effects on sons than daughters [4]. Several 
empirical studies in indonesia, among others, performed by thomas et al. identified 
that during the economic crisis in indonesia, 
the participation rate of young children’s 

education is relatively low if it had older 
siblings [5]. cameron and Worswick showed 
that the coping strategy taken by farming 
households during income shocks was to 
reduce children education expenditure, especially girls of school age [6]. 
Many empirical studies show different 
results about the effect of income on the 
school attendance. McKenzie and Skoufias 
& Parker showed that the rate of school attendance was increasing during the crisis 
in Mexico [7; 8]. King received results 
indicating that the per-capita education expenditures declined in indonesia following 
the crisis in the late 1990s, but the dropout 
rate did not increase2. Meanwhile, the rate 
of high school graduation and participation rose during the Great depression in 
the united States [9; 10]. Several studies 
showed contradictory findings of the impact of negative income shocks to the level 
of child’s education, with one side having 
a negative effect, but in some cases, also 
positive effect. in addition, there is still the 
debate on the issue of gender inequality 
in school transition, therefore, this study 
aims to analyze the role of income, gender 
against the school’s transition in indonesia.
this study contributes an empirical 
measurement and identification of transitory income. the previous study used rainfall deviation as a transitory variable [11; 
12]. Meanwhile, transitory income shocks 
measurements in this study include the 
death of the head of household or household 
members, crop loss, prolonged illness of the 
household head or household members that 
require hospitalization or continuous need 
of medical care, loss of business and household sectors (due to fires, earthquakes and 
other disasters), unemployed household 
head or business failure, and the decline 
in household income due to falling prices 
or quantity of goods produced. 

Materials and Methods
empirical studies of income effect on 
human capital investment have long been 
of interest to economists and policymakers 

2 King e. the global economic crisis, education, and development partnerships. Keynote Presentation 
at the hdn-Wbi course on innovations in Partnerships. Washington dc; 2009.

IntegratIon of educatIon. Vol. 22, no. 4. 2018

InternatIonal experIence In the IntegratIon of educatIon

as it involves data, empirical results, and 
different approaches. Sawada conducted  
a study on the role of permanent and transitory income on investment in education using household panel data in Pakistan from 
the international Food Policy research 
institute (iFPri) Pakistan Food Security 
Management Project from 1986 to 1991 [3].  
the data is taken from the household survey 
of 3 (three) poor districts with conditional 
fixed effects model to estimate education 
investment with school attendance model 
and school dropout model. the results 
indicate that transitory income has more 
influence on the behavior of school attendance and dropout rate than permanent 
income. the study also shows gender 
disparities, with more detrimental effects 
for girls. also, households with borrowing 
constraints caused by market imperfections lead to resource competition among 
siblings in a household. 
the study results are in line with 
the works of cameron and Worswick 
in indonesia, and Gubert & robilliard 
in Madagascar which both state income 
shocks have a more negative impact on 
girls than boys [6; 13]. Meanwhile, Gubert 
& robilliard’s studies were different from 
Sawada’s study as it used the investment 
model of schooling and the school as  
a framework theory of consumption. Gubert & robilliard conducted a study on 
household income shocks and investments 
in human capital of children in Madagascar. this study surveyed a sample of 
5,046 households during 1995 to 2002. 
the estimation technique used in the 
study is conditional logit with household 
panel data for five (5) rounds of 4 (four) 
regions. the results showed that transitory income affects the dropout rates more 
than it affects the school attendance. also, 
older siblings tend to drop out more than 
younger children during economic shocks. 
critics state that the study did not consider 
various characteristics of the household. 
these characteristics are important to consider as those in the rural areas may have 
different strategies in coping or absorb
ing economic shocks than those in urban 
areas. Gubert & robilliard’s study differs 
from Sawada and cameron and Worswick.  
in those studies, parents tend to favor girls 
than boys in attending school. Gubert & 
robilliard’s research has similarities with 
Sawada stating transitory income affects 
the dropout rate more than permanent 
income. 

chevalier et al. conducted a study on 
intergenerational transmission of education 
in the united Kingdom and investigate the 
extent to which individuals leave school 
early at the age of 16 years because of the 
variation in permanent income, parental education and income shocks at that age [4].
the data used was derived from the labor 
Force Survey (lFS), which is a quarterly 
sample of households in the uK, with approximately 138 thousand respondents from 
approximately 59 thousand households in 
the survey. the method used is instrumental variables to consider the endogeneity 
on household income and education. the 
study results indicate a strong influence 
of maternal education level to boys than 
girls. also, permanent income significantly 
influences school attendance rates and 
attainment levels of achievement during 
credit constraints at the age of 16 years. the 
finding is consistent with alderman et al. 
in Pakistan stating that permanent income 
is more influential than transitory income 
to increase attendance rates of children, 
especially boys [14]. however, the study 
results contradicted Sawada and Gubert & 
robilliard, which emphasizes the role of 
transitory income in influencing the level 
of school attendance in children. 
King differs with previous studies 
which state school attendance rate increases 
during economic shocks3. the results of 
King’s study indicate that education expenditure per capita has continued to decline during economic crisis in indonesia, 
but the dropout rate is not increased, and 
attendance does not decline. this is due 
to the natural stickiness factor in school 
attendance rates in the short term and the 
desire of parents to protect education in
3 ibidem.

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 22, № 4. 2018

МЕждуНАРОдНый ОпыТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ 

vestment for older children. the findings 
contradict a previous study in indonesia, 
which states that income shocks negatively 
impact school attendance rate. 
McKenzie examines the impact of the 
peso crisis in Mexico in 1995-1996 to 
school attendance rate using the differences-in-differences approach [7]. the 
data was derived from the survey of the 
encuesta nacional de ingresos y gastos 
de los hogares household in 1992, 1994, 
1996 and 1998 to estimate the effects of 
the economic crisis on the school level. 
the results showed that the level of school 
attendance increased for children aged 
15-20 years during the crisis compared to 
the period before the crisis. Shocks aggregate give opposite effect on the income 
effect and substitution in determining the 
children’s school and work behavior. the 
results contradict with previous studies 
stating shocks income have a positive 
impact on the level of school attendance 
[1; 2; 5; 6]. 
literature studies indicate contradictory findings of the effects of income 
shocks with schooling decision. Some 
studies suggest that the role of permanent 
income has more influence on school 

attendance and dropout rate than transitory income. however, on the other hand, 
studies also stressed the importance of 
a transitory income than the level of 
educational attainment. households are 
generally faced with gender gap between 
men and women in education participation when faced with shocks. also, there 
is also resource competition between siblings in a household where there is a tendency for parents to protect investments 
of older school-age children. however, 
some other empirical studies show the 
opposite result.
the Investment Model of Schooling. 
in this section constructed a dynamic household model which is a multiple children 
version of levhari & Weiss and Sawada on 
human capital investment under uncertainty 
[2; 15;]. For example, a household’s generation with M children persists T periods. 
consumption and schooling decision are 
assumed to be made by parents to maximize the household’s aggregated expected 
life-cycle utility, which is represented by 
a time-separable utility function of the 
household’s aggregated consumption allocation over T periods. thus, the household 
problem can be written as follows: 

(1)

(2)

(3)

(4)

in equation (1), U (•) is a concave utility function, and β represents subjective 
discount factor. a concave function W (•) 
denotes the value of the financial estate, At+1 
and the value of the final stock of all children’s human capital, Ht+1. in equation (2), 
At is the household’s consumable resources 
in each period composed of pre-determined 
assets, then the stochastic parental income 
which is composed of time-invariant perma
nent income (YP,), and stochastic transitory 
incomes (Yt,), and child’s income (i’) at t is 
Ycit (1 – Sit), where 0 < Sit < 1 represents the 
time allocation to schooling of child i at t. 
equation (2) above shows the flow intertemporal budget constraint of the household, 
where r denotes a non-stochastic interest rate 
on savings. in the period t, this household 
decides on the period-t consumption and 
schooling after transitory is realized. 

Max E
U C
W H
A

s t A

C S
t
k
t k
T
T
T
k

T
t

t
it
,
(
)
(
,
)

. .

{
}
+
+
+
+
=

−
+
∑β
β
1
1
1
0

 
t
t
P
P
Pt
P
Cit
it
t
i

M

t

t
t

A
Y
Y
Y
S
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r

H
H
f

+
=

+

=
+
+
+
−
−
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−
=

∑
1
1

1

1
1
(
)
(
)

(S
CH
FEM q
e

A
Y
Y
S Y
B
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it
it
i
i
it
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t
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,
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(
)

+
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]

+
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=∑
1

1

=∑

≥
≥

1

0
0
0
0

M

T
B
A
A
H
,
,
 and 
 given 
 and