Статистический обзор развития образования в России: 2000-2010 гг.
Student flows in Russian education system Presented is a flow chart of students in the Russian education system in 2008. Shown are the flows between the main education levels as well as between the education system and the labor market. The chart can serve as a useful tool in analyzing the structure of demand for specific education levels and of education trajectories, as well as for estimating the funding needs of education system. The author provides a detailed analysis of the sources used to develop the chart, including a discussion of their specific features and limitations.
The system of statistical monitoring in the sphere of education, that was formed within previous years and met well the requirements of the centralized state planning and governance, but it appeared to be outdated in the post-perestroika years and could not adjust to innovative and rapid changes corresponded. For many years HSE Institute for Statistical Studies and Economics of Knowledge has been actively developing scientific and methodology base for information support to education policy-making. One of the most important areas of its activity is modernization of educational statistics. This article covers the evolution of educational statistics methodology in the post-soviet period, as well as recent novelties and key challenges that researchers and statisticians - past, present and future are facing.
The article is devoted to statistical analysis of gender issues in education and science allows the identification of the specific position of women in this sphere, the capabilities of the statistical observation in obtaining accurate information about women's education and employment in science and education.
This chapter demonstrates new trends in regulation of education in Russia, particuarly general education. It explores the positive developments in institutional development of education system and in the legal status of teachers and students. The new law 'On Education in the Russian Federation' and following legislation made Russian educational system more transparent and accessible. For example, all educational institutions of all levels, types and forms are now obliged to make important information about themselves available online. This rule is strictly monitored by both state agencies and public oversight bodies. Furthermore, education system has become more open to international exchange of foreign students, teachers, and learning technologies. It is a very important development that allowed Russian authorities to establish a very ambitious goal to ensure that by 2020 at least 5 of Russia’s best universities will be rated in the world’s top 100.
Education is now much better funded and regulated. The work of providers of both public and private education is becoming more open to external public scrutiny and, essentially, more accountable. The content of education is becoming more diverse and adaptable to the needs of the society. Of paramount importance is the growing public involvement and public interest in making education more accessible for all and of better quality. It seems, indeed, that the combination of strong systematic legislative regulation and encouragement of public participation in resolving issues of both nation-wide and local importance have a combined positive effect.
In 2006, Russia amended its competition law and added the concepts of ‘collective dominance’ and its abuse. This was seen as an attempt to address the common problem of ‘conscious parallelism’ among firms in concentrated industries. Critics feared that the enforcement of this provision would become tantamount to government regulation of prices. In this paper we examine the enforcement experience to date, looking especially closely at sanctions imposed on firms in the oil industry. Some difficulties and complications experienced in enforcement are analysed, and some alternative strategies for addressing anticompetitive behaviour in concentrated industries discussed.