The bulletin presents the results of two surveys conducted in 2013 as part of the Monitoring the economics of education: parents of pupils attending extra classes and parents of children enrolled in institutions of further education. We consider the expectations of parents regarding the results of the pre-additional education, their satisfaction with the services they receive, the cost to families for additional education of children. Special attention is paid to the analysis of the scale and nature of children's involvement in further education, including differences due to the age of children, education, financial security and the residence of families.
This monograph is devoted to the ontology of standard and deviant quantification. It compares the heuristic capabilities and ontological obligations of two paradigms of quantifier interpretation – second-order predicates or functions of choice, traced from their origins (G. Frege and C. S. Peirce) to their current state (abstract logic and IF logic). Its novelty lies in the fact that it provides a philosophical review of the recent years' findings concerning the expressive and deductive power of nonstandard quantification logics. The monograph provides an overview of tools for a logical analysis of language, and for the logical and ontological explication of classical philosophical difficulties caused by a predicative interpretation of existence.
This publication presents Russia results in PISA 2018. It also shows the dynamics of PISA scores in the 2000-s. The changes in different types of reading skills are presented as well as the proportion of functionally illiterate students. Besides the scores, the data that describes schools climate, including attitude to school, bullying, discipline in class, are analysed. Some issues related to the provision of schools with resources are being addressed.In addition, the social and territorial inequality of educational outcomes in Russia is described. In particular, PISA 2018 allows us to compare the results of the Moscow region and the Republic of Tatarstan with the average scores in the country. Based on the analysis, authots make basic hypothesis about possible changes in Russian education that can be associated with Russia results in PISA. At the end, the publication proposes some steps that could help to improve educational outcomes of Russian students. The publication will be interesting to a wide audience of specialists engaged in educational policy and practice, as well as to researchers of educational inequality and education quality factors.