Education in Figures: Pocket Data Book
The pocket data book contains main indicators characterizing trends in the development of general as well as lower and secondary vocational and higher education in the Russian Federation. It also covers key education indicators for OECD countries. The data book includes information of the Federal State Statistics Service, the Ministry of Education and Science of the Russion Federation, the Federal Treasury, the Organisation for Economic Cooperation and Development (OECD), as well as results of own methodological and analytical studies of the Institute for Statistical Studies and Economics of Knowledge, National Research University Higher School of Economics. In some cases, data for 2014 are preliminary.
The author addresses the subject of cooperation between the Union of Soviet Socialist Republics (USSR) and North Korea in the field of education in 1946-1950, which is a subject that has been poorly studied in the Russian and foreign historiography. Close cooperation between these countries began in 1946, prior to the establishment of the Democratic People's Republic of Korea (DPRK) in 1948. After the liberation of the Korean Peninsula, Soviet specialists of the Korean nationality were sent from the Soviet Union to North Korea to help recover its economy, and the Korean youth arrived from North Korea to the USSR for education. The article attempts to trace the stages of cooperation in the field of education and training of specialists in various fields of industry, culture, and science based on the archival materials from the State Archive of the Russian Federation (GARF), the Russian State Archive of Socio-Political History (RGASPI), and the published papers. The study of the above aspects is important for obtaining a clear understanding of policies of the two states that currently define main directions in the relations between the two countries, which are organically connected by the past.
The collection contains materials, reports and presentations at the II International scientific-practical conference "Innovative technologies in cinema and education", held 21-25 September 2015 in Moscow at the Russian State Institute of Cinematography named after SA Gerasimov. For cameramen, of Cinema, the film industry education teachers as well as students and other professionals.
Software engineering education (SEE) process simulates the main professional software lifecycle processes such as analysis, design, construction and maintenance (see SWEBoK, ITIL, etc.). The necessity of meeting both educational needs and requirements from industry explains that using Supported Collaborative Learning (CSCL) techniques in software engineering (SE) should be based on professional tools or on similar to them. The main purpose of this work is to fill the gap between the SEE needs and the current trends in CSCL development. We generalize world experience and suggest the framework of using industry approved methods and tools. We compare CSCL tools and the other collaborative services; analyze the teaching experience of several SE courses supported by different collaborative methods and collaborative web-services. Special attention is paid to formative feedback implementation. Following achieved result we suppose that using best practices from SE will enrich CSCL methodology and tools not only for SE field, but also for other areas of knowledge.
Articles and presentations of Russian researchers, dedicating to different aspects of the United States foreign and domestic policy, actual issues of American historiography, problems of history of literature, linguistics and pedagogy are include in the book. For scholars, teachers, students, for everyone who is interested in the problems of American studies.
Propaedeutics of engineering culture in the school should not be limited by familiarity with the school robotics. It is necessary to the development of other components of the engineering culture, such as TRIZ, system analysis, project management, and others. The possible content of these components and the ability of their studying in the "Permian version" of a propaedeutic course of computer science ("TRIZformatics") and contest "TRIZformashka" are discussed.
Usually marketization is associated with the commercialization as the desire for recovery of the profit. This means replacing the educational functions to the provision of services, with all the unfortunate consequences. However, such an approach is superficial and emotional. The orientation of higher education on the client is very appropriate. Moreover, it is able to put a lot into place.