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.
INTED2016 Proceedings 10th International Technology, Education and Development Conference March 7th-9th, 2016 — Valencia, Spain ISBN: 978-84-608-5617-7 ISSN: 2340-1079 Deposito Legal: V-337-2016 Dear INTED2016 participants, Welcome to this 10th anniversary of INTED! We wish to express our most sincere thanks for being part of this inspiring forum of knowledge exchange. It is a pleasure to present a varied program with a wide range of sessions covering all aspects of learning, teaching and educational technology advances. After 10 years, this edition has brought together nearly 700 delegates coming from more than 80 countries. This will create a truly international and multidisciplinary atmosphere that will promote the interaction with other colleagues with the same aim: to meet, learn and share ideas for a better education. We hope that your participation in this conference will provide you with an opportunity to open your minds to other educational perspectives and explore new horizons. Thank you very much for your contribution to these “10 Years together for Education”. INTED2016 Organising Committee
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.
Using two representative for Russia surveys (“Person, Family, Society” for research models building and “RLMS-HSE” for auxiliary, descriptive analysis), we analyzed the differences in the life courses of Russian men who served and did not serve in the army. For these two groups of men, we compared the ages and sequences of the most important starting events (separation from parental home, first job, obtaining an education of highest level, first cohabitation, first marriage, and first child). We constructed socio-demographic events for these men at the age of 15 and at the moment of the survey “Person, Family, Society).
Our results revealed that the ones who served in the military have more socio-economic and demographic events than those who avoided military service: men with military experience start adult life earlier and more intensively. The mechanism of the selection to the military services changed: since the 1990s, served men are mainly children of parents who did not get higher education and did not occupy senior positions in the period of their children socialization. After dismissal from military service, men often work and live separately, while avoided the army study and live with parents.
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.