This volume combines statistical data and qualitative information to describe the organization and functioning of education system in the Russian Federation. it is intended for non-Russian researchers willing to get familiar with Russian education system and more generally for those involved in education policy.
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
This open access book is a result of the first ever study of the transformations of the higher education institutional landscape in fifteen former USSR countries after the dissolution of the Soviet Union in 1991. It explores how the single Soviet model that developed across the vast and diverse territory of the Soviet Union over several decades has evolved into fifteen unique national systems, systems that have responded to national and global developments while still bearing some traces of the past. The book is distinctive as it presents a comprehensive analysis of the reforms and transformations in the region in the last 25 years; and it focuses on institutional landscape through the evolution of the institutional types established and developed in Pre-Soviet, Soviet and Post-Soviet time. It also embraces all fifteen countries of the former USSR, and provides a comparative analysis of transformations of institutional landscape across Post-Soviet systems. It will be highly relevant for students and researchers in the fields of higher education and and sociology, particularly those with an interest in historical and comparative studies. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
This study is intended for non-Russian researchers wanting to get familiar with the education system of the Russian Federation and more generally for all those involved in education and education policy. It does not represent exhaustive information on the Russian education system and all problems and challenges existing there, but briefly describes its main features. The report has the following structure. The opening chapter provides an overview of the education system in Russia and briefly reviews the most evident emergent trends. Chapters two through five are devoted to description of education system by level. The chapters are arranged by ascending order of educational level and each chapter's present information in a progression from the most general to the most specific. First, data on the current state of education system is provided. They characterize the human and financial resources allocated to education; describe the network of educational institutions across the country, and show regional disparities of spending on education. Next in each section key problems and challenges are examined; the focus is mainly made on access to and quality of educational services. Third, information on recent and ongoing reforms in the education sphere addresses each subsector separately and defines features typical for each of them. Fourth, there is discussion of policy options and analysis of what can be improved in the Russian education sphere. Finally, section six is devoted to lifelong learning. First, the section focuses on the condition of and development trends in lifelong learning. Then it examines the state of policy, staff training including financing and coverage, and learning for socially deprived groups of people. The section concludes with policy options and possible measures for improvement.
The second volume of Makarenko's description of life in the Gorky labor colony. It describes how homeless youths, after the Russian Civil War, were educated to be good Soviet citizens through collective work and education. A fascinating account involving self-discipline instead of punishment.
This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
This report describes the most recent trends in schooling and education policy in the Russian Federation, and analyses the education reform initiatives under way.
The first volume in this Early Childhood Education and Care in the 21st Century: International Teaching, Family and Policy Perspectives miniseries provides a snapshot of early childhood education and care from 19 different countries around the world. The intention is to provide a description for the policy and provision for young children and their families in each of the unique contemporary contexts. The selection of countries includes every continent in the world to provide variety across cultures, socio-economic status, location, population and other unique factors. Some chapters also share the development and history of early childhood in their country, including economic and political transitions that lead to changes in early childhood provision and policy. The book provides essential takeaways for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood education within an international perspective.
This contributed volume presents the outcomes of multidisciplinary studies on the problem of sustainable economic development. The key issues addressed here are economic transformation, crisis management, formation and implementation of industrial policy in the innovative economy, and the development of individual industries (oil refining, transport, education, tourism, the financial sector, etc.), as well as the problem of resistance to changes in the economy. Special attention is paid to economic growth under unstable conditions and the impact of digitalization on the development of economic processes. This book is dividided into five parts, the first of which deals with factors and conditions determining the sustainable development of different socio-economic systems, as well as issues in connection with the post-crisis development of regional economies. In turn, the second part is devoted to an analysis of the innovative development of the economy, risk assessment for innovation projects, readiness for changes and innovations, and various instruments of innovative economic development. Prospects for the digitalization of the economy and the current changes in economic systems caused by digitalization are considered in the third part of the book. In the fourth part, the authors discuss the specific features of labor market development, and professional competencies that will be essential to the sustainable development of the economy. In closing, the fifth part presents sectoral and intra-organizational aspects of sustainable economic development.
OECD Reviews of Innovation Policy: Russian Federation offers a comprehensive assessement of the innovation system of the Russian Federation, focusing on the role of government.