The situation with coronavirus infection has dealt a big impact to a number of public institutions. It now seems clear that this pandemic - and the crisis it will entail - will affect the most deprived students the most. Pupils of small rural schools (more often remote ones), from disadvantaged families and with low results will suffer the most, since for them the period of long quarantine will be the most severe blow compared to those who have sufficient opportunities to switch to remote forms of work. In the current situation, the family is again beginning to play a dominant role in the education of the child; the school system is unlikely to be able to do anything to help those who simply do not have the opportunity to attend classes. Children with special needs are deprived of the help of specialists, whom parents cannot replace. Students from families with a low level of education, without the help of teachers, run the risk of significantly falling behind and not cope with the program. This applies even more to children from socially disadvantaged families who do not have conditions for distant learning activities at home. The aim of the work is to obtain data in a municipality case and compare it with data at the level of the Russian Federation.
The publication, prepared by experts from the Institute of Education at the Higher School of Economics and the World Bank, provides a comprehensive assessment of possible losses for school education and human capital in connection with the COVID-19 pandemic, as well as possible ways to minimize and compensate them.
The publication includes three sections. The first section, based on data (quasi-experimental studies of the effects of school closures due to cataclysms, non-attendance by individual students of schools, studies of losses during the summer break), discusses the hypotheses about the extent of possible losses in student knowledge in the conditions of termination of full-time education. The second section is devoted to the analysis of three scenarios in connection with a pandemic and the forecasting of changes in the learning curve of schoolchildren. The third section examines the longer-term effects of the current crisis on the future earnings of current students and the overall economic situation.
The publication includes practical recommendations and suggestions on educational policy measures that can be implemented to minimize and compensate for the negative impact of the pandemic.
This work is of interest, both for researchers in the field of school education, and for leaders of the educational system at different levels, principals and teachers of schools.
The key goal of the vocational education and training (VET) system in is to provide sufficient skills' supply for the Russian labor market. Meeting the challenge is possible only if there is a stable high-quality interaction among employers and VET institutions. The paper examines the historical transformation of this interaction: from the Soviet planned model to market mechanisms. Particular attention is paid to the specific traits that distinguish the Russian labor market, features of youth employment in Russia and those institutions, with which the Russian VET system "hears signals" coming from the labor market and responds to these signals promptly. The research may be useful for managers of VET institutions, experts and those, who are interested in problems of interaction between the Russian VET system and the labor market.
This issue represents options for solving the problems that emerged in schools in connection with the switch to distant learning. The response of schools to the crisis is being analyzed in terms of teachers, who try to compensate their lack of professional skills, changes in curriculum, in work hours and duties of collaborators, overcoming the lack of funds and resources for distance learning, overcoming the deficit of constructive behavior with parents. In issue there is a special section with management recommendations for administrators of institutions and public education authorities.
This work contains an express answer to four questions about what happened in the higher education system at the very beginning of the introduction of quarantine measures: (1) how have universities and the states reacted worldwide? (2) what are the reaction of Russian universities? (3) how do students and teachers perceive the situation? (4) Is there enough infrastructure to implement quarantine measures of remote work and training?
Most of the analytics were collected on an initiative basis, but the most important sections were written on the basis of data collected within the working group of the Russian Ministry of Education and Science to organize educational activities in the context of preventing the spread of COVID-19 infection in the Russian Federation under the leadership of the Department of Youth Policy (in terms of sociological student survey) and the Department of Information Technology in the field of science and higher education (in terms of monitoring infrastructure and opportunities Translation courses in distance learning). Data collection and analysis would not have been possible without cooperation with MIREA, as well as representatives of ITMO University, Ural Federal University, Tomsk State University and support from Mail.ru Group and the Association of Volunteer Centers.
This article discusses ways to stimulate students' motivation to participate in extracurricular activities. The author points out the following forms of extra-curricular activities: administrative, informative and entertaining. The author proposes the scale of assessment of students for participation in extracurricular activities. These forms should be taken into account in the rating system of the student's academic achievement
Monitoring principles of normative per pupil financing of education in the regions of Russia Abstract. This book presents the results of monitoring regional and municipal normative legal acts establishing the methodology and size of budget per pupil funds for general and pre-school education. It also includes examples of "best practices" in implementation of federal requirements for normative-per pupil funds. The assessment of "fair" funds of general and pre-school education was given in this book using actual data of 2016 year. These "fair" funds were compared with size of budget per pupil funds established by the regional and municipal government authorities.
Reference and analytical materials contain generalized, structured information on programs and instruments of international scienсe and technology (S&T) cooperation (aiming both Russia and other international countries), leading scientific organizations and universities of 12 foreign countries (USA, Canada, Germany, France, Great Britain, Japan , Republic of Korea, China, India, Brazil, South Africa, and Kazakhstan). The materials are based on the results of HSE's analysis of programs and tools of international S&T cooperation, as well as on the results of bibliometric analysis of the publication activity of 12 foreign countries (using the Scopus and Web of Science databases). In the preparation of this collection, official sources of information (including electronic sources) of foreign ministries, associations, funds, universities and programs in the field of international S&T cooperation were consulted. The handbook is intended for heads and managers of Russian scientific organisations and universities involved in the development of international S&T cooperation.
The research leading to these results has received funding from the Ministry of Education and Science of the Russian Federation in the framework of the project “Development of Instruments for Methodological, Information and Analytical Support of Russia’s Scientific Organizations and Universities’ Participation in International Science and Technology Cooperation” (Subsidy Agreement no 14.602.21.0013 dated August 3, 2016 with the Russian Ministry of Education and Science in the framework of the federal targeted programme “Research and Development in Russian Priority S&T Development Areas in 2014–2020”, unique identification number – RFMEFI60216X0013).