The research is devoted to a cross-country analysis of approaches to the legal regulation of private tutoring in Russia and abroad. Russian legislation is actively developing in the regulation of the private tutoring market due to the annual growth of its volumes and the impact on educational policy. The existing system of legal regulation of tutoring in Russia contains examples of successful decisions — for example, the experimental tax mode for self-employed citizens that helped many tutors to enter the legal field and conduct their activities on favorable terms and with a minimum amount of tax reporting. Nevertheless, the mechanisms of Russian regulation need a further study, especially regarding the designation of the legal status of a tutor and the possibility of licensing these specialists in order to guarantee the quality of the services provided. Using international experience allows us to study a wide range of legal approaches used in the world as well as highlight the most successful solutions that can be recommended for implementation in the Russian practice of regulating shadow education.
Multiple international studies confirmed existence of correlation between students’ outcomes and the principal’s leadership profile, where the main focus of principals and their management teams should be on the educational process itself to ensure high quality education. Therefore, this paper attempts to compare the leadership profiles of school leaders and identify the way they decided to manage their schools in four Russian megacities. The methodology comprises quantitative and qualitative ap- proaches. In this way, quantitative approach comprised survey of principals and their management teams. The instructional lead- ership self‐evaluation tool developed by F. Hallinger served as the basis for carrying out the survey in Russian megacities. Thus, leadership profiles of principals and their management teams of four megacities were compared and as a consequence hypothesis were formulated and conclusions were drawn regarding the leadership profile of school managers in managing the educational process. Furthermore, qualitative approach comprising semi‐structured interviews with school principals and their management teams allowed to confirm formulated assumptions. In conclusion, the paper throws light on the possible limita- tions on the use of research results, and the prospects for further studies are indicated.
The article analyzes the resource potential that ensures the integration of education and culture to form the modern competencies of the younger generation. Based on a study of the volumes and dynamics of financial flows directed to additional education, both from budgetary and non-budgetary sources, trends of growth in the share of paid services are revealed while maintaining the volume of budget aryfunding. At the same time, the possibilities of increasing the participation of families in co-financing this sector are almost exhausted. The authors substantiate the findings that, in a resource-limited environment, the integration of education and culture improves the quality and diversity of additional education. The article summarizes the best practices of cooperation between cultural organizations and schools.
The article attempts to systematically consider the Soviet model of children’s extracurricular education, the creation of which is one of the most successful projects of the Soviet state. Despite the vast body of historical and methodological publications that reflect the history and evolution of Soviet extracurricular work, no attempt has yet been made to describe the model of Soviet extracurricular education itself. Based on historical and normative documents, the analysis of academic research in the context of an institutional approach, we offer our own interpretation of the model and its elements, as unified as possible and freed from the historical context and periods of development of the system. The research and the basics of the model can be considered starting points for research on the sector that occupies an important place in Russian education’s educational traditions and ecosystem.
The article analisys and discusses the potential of using digital technologies during the process of achieving the key competencies in a lifelong perspective, that were formulated by the European Commission (2018). The main idea of the article is to consider a distinguished model of digital technologies towards education, which is taken as a prism for achieving qualitative changes in the key areas of society. This work is the first stage of the study of the goals and opportunities of the digital transformation in education for lifelong perspectives and outcomes in key areas of society (economic, political, social and individual spheres).
Evolution of the system of education in area of public administration in Russia, including development of the network of schools and institutes of public administration, development of the content of programs on the levels of bachelor, specialitet and master degree programs, development of the federal state standards in the area of education at public administration.