Новые процессы в образовании как сигнал о новых процессах в обществе
The study was conducted in summer 2003 by VCIOM with support of Ford Foundation. Higher education now tends to become as widespread as universal schooling in Russia, just as in some other countries. The "educated people" of yesterday whose status might be affected by the inflation in education are very critical about the poor quality of teaching in these numerous new institutions. But the author suggests not to judge this new education with traditional criteria but to see how it matches the demands of new labor market. The rapidly expanding segment of services and trade needs the workers who are up to the international standards of office and service culture. The employers realized that the graduates of the higher education institutions (of whatever speciality) meet these requirements best of all. Hence the influx of young pretenders for university diplomas of any speciality and respective growth of the output of graduates. Author insists that socialization rather than education is the main function of these newly emerged higher school institutions. The new social group that is to come to the social scene very soon needs the attention from social scientists.
The article is devoted to a new type of educational programs that are formed at the intersection of higher and secondary education. Education as an institute is seen as an instrument of social stratification of society. The authors analyze the major developments of education as an institute, for instance differentiation between of academic and vocational educational programs and the creation of programs of production a “Homo habilis” — a skilled performer. Changes in the vocational education system are considered in the light of the introduction of the new educational standards FSES 2011 (Federal State Educational Standards).
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.