The article presents a short review of changes in legislation concerning the regulation of higher education, and analyzes certain provisions of the new legislation. Particular attention is given to the relationship between the various levels of learned degrees as provided for by the changes in the legislation. The author highlights certain contradictions between the new legislation and the Constitution of the Russian Federation. The author considers the possible influence of the introduction of the two-stage higher education system on programs for second degrees. Job opportunities for Bachelors and Specialists' status are discussed. The study is based on an analysis of the current legislation, academic papers in jurisprudence, and media publications dealing with education reform (including articles by foreign authors).
The influence of individual characteristics on social structures is a key issue in sociological research. This study examines the evolution of social networks among freshmen at a Russian university to determine the role of generalized trust in social integration. It is demonstrated that trusting individuals are more likely to enter into relationships with people with whom they have no mutual friends and to expand their social networks. Empirical evidence is consistent with the theoretical assumption of sociologists, James S. Colman and Eric M. Uslaner in particular, that interpersonal trust has an impact on the whole social structure, which means it determines how societies function.
Russian school: an alternative to modernization from above. The current paper is concerned with an analysis of main challenge to contemporary school education and of examples of good responses to these challenges in different countries. The authors use results of international surveys of quality of education and comparative educational research to discuss competitive advantages of Russian educational system and its potential for development. Current school system in Russia can be attributed to the «fair» one according to the classification of McKinsey&Company. There are different strategies to reach the «good» or «great» level. Changing the whole system and elimination of a backlog were very popular in post-soviet Russia. These strategies use administration as a primary resource. They are very expensive, insensitive to local features of the system and contribute to the accumulation of «fatigue of changes». There is another possible strategy - development of strengths. This scenario implies successful initiative and interest of researchers, teachers and schools as the main sources of changes. This approach can be called «humanitarian modernization of education». The authors discuss possibilities of using this strategy and a set of measures which are necessary to consolidate and to use the competitive advantages of Russian educational system.
From the author’s point of view, growth of individualism, globalization that generates mass cosmopolitism, increase of migration pressure caused erosion of civic consciousness, of sense of national identity and patriotism in dozens of countries, but especially in Russia. Prerequisites for lack of civic consciousness among Russians, notably youth, are discussed in the article, as well as prerequisites for erosion of national All- Russian identity. Those aspects of training and socialization processes History of Education Interview Reflections on… which form civic consciousness, national identity and patriotism are considered. Special focus is on activity training, involvement of a pupil into «creation» and life of a family, school, local community, region and native land. A special role of the state and its institutions in «civic consciousness pedagogy», connection of this pedagogy with basic and projectible in a legitimate way characteristics of a specific society are emphasized.
Governments of numerous countries are becoming aware of the need for their best university to be in the vanguard of global intellectual and scientific development. This article suggests several ideas that might serve as landmarks to ensure the viability of Russian universities globally..One of these ideas is to establish so-called flagship universities. The authors formulate an operational definition of a leading world university, and discuss possible strategies to create such a university. The article discusses the specific steps needed in Russia in order to attract the best students and faculty, to ensure the adequate financing of higher education, and also discusses the optimal management schemes.
The article offers a platform for professional and public discussion of a long"term model for Russian education and what it will look like in 2020. The article does not pretend to give an ultimate description of this model, and presents only the most basic ideas. These ideas are meant to be discussed, but they can also serve as the basis for creating a road map for the realization of the new program. The purpose of the authors is to present their vision for Russian education and determine what changes are needed in Russian education so that it can successfully rise to the challenges from: the innovational model of the development of the Russian economy (Russias strategic choice); the social demands of the Russian population and the need to consolidate Russian society; the need to compete globally on the markets for innovations, labor and education.
The requirements of the «Journal of Educational studies» to the publications with results of development of any assessment tool are set out. The term «tool» is used here as a superconcept of widespread forms of standardized evaluation procedures, such as a test, questionnaire, scale, methodology, etc.
As massive open online courses (MOOC) invaded the market of education services instantly at the beginning of the 21st century, a new trend emerged in global education. In the era of globalization and digitization, MOOC acts as an efficient tool to promote universities in the international educational arena, popularize national cultures, and raise additional funds. This is why a lot of countries, including Russia, have entered the race of online courses. Despite all the focus on MOOC in global education, the proportion of studies analyzing the MOOC market and the prospects for MOOCs in the Russian context is rather small. This article mainly seeks to describe the MOOC market and behavioral patterns of MOOC providers in the international and national markets of online education, and to classify MOOC players based on open source data collected from online platforms. As a conclusion, platform data analysis findings are used to identify vacant niches in the MOOC market, and possible avenues of Russian providers’ development in the international segment are assessed. Several data sources were used to solve the study objectives: articles, reports, official MOOC-related documents, information from online platform websites, a body of quantitative data collected from two leading online platforms, and a base of quantitative data from the Class Central aggregator, which contains information on MOOCs offered by a few major online platforms.