От образовательного учреждения — к образовательной организации. Часть 2
In the article it is examined the key approaches to the management of educational systems within modernization of education in Russia. It is demonstrated the principal differences in management for the educational institution and educational organization. It is described the capabilities provided for the development of educational institutions within 174-Federal Law and 83 — Fedeal Law. It is underlined the decisive role of the agreed values of the participants in educational process for the results of the educational development system.
The article investigates the influence of social environment on the current state and problem areas of the Russian educational system. The urgency of the philosophicalsociological and philosophical-cultural analysis of education is dictated by the need to identify those factors of social environment that have the greatest impact on the system of education in the contemporary conditions of a post-industrial civilization with its deeply imbedded tendencies towards globalization and profound changes in the area of information and communication patterns, which all have a formative effect on value consciousness, especially - and primarily - that of younger generations.
The article reveals the findings of the experimental work that has been done in order to compare three Russian educational systems (traditional system, Zankov’s system and the system of Elkonin- Davidov) in their potentials to develop the junior schoolchild intellectual abilities and personality traits. The complex of indices (intellectual abilities and personality traits) has been identified to examine the educational systems. They are the indices of attention, memory, thinking, imagination and personality traits (achievement motive, learning motives and empathy). As a result of conducted experiment of the students’ development in different educational systems it has been identified that each of examined systems are ‘developmental’ however each develops different mental functions and operations.
Dramatic political, socio-economic, and cultural transformation of Russia in recent decades are often compared to the reforms of Peter the Great. The ongoing reform of education, which is part of the changer, attracts international attention. There have been voices within the Czech: pedagogical public, growing in intensity in the past few years, pointing out the lack of information on the development of education in Russia after the collapse of the Soviet Union, on the transformation of the educational system, and on the problems solved by politicians, experts, as well as school practice in the multi-ethnic and multi-national state. These problems may be of interest not only to the witnesses of the era of Soviet pedagogy and intensive work and personal contacts with its representatives, but also to the younger generation of teachers and researchers. The aim of the publication is to draw attention to education in the Russian Federation, providing the Czech educational community, professionals, and the general public with up-to-date information, as well as documenting, from a critical-analytical perspective, the development, current situation, and trends in Russian schooling.
The paper provides a review of the development of the educational system in Cameroon. A specail attention is payed to the co-existence of official bilingualism and of two educational subsystems - French and British in present-day Cameroon.
This study provided the background material and evidence-base for the European Commission’s second Report on Progress in in Quality Assurance in Higher Education published in January 2014. It presents developments regarding internal and external quality assurance, the European Quality Assurance Register, EHEA-wide recognition of quality assurance (agencies), and concludes with trends, achievements and areas requiring attention.