Сектор внешкольного образования и риски социального неравенства в постсоветских странах
The Soviet system of extracurricular education had no analogues in terms of basic characteristics that provide wide access and quality of services. After the collapse of the Soviet Union, the countries that gained independence embarked on the path of simultaneous integration into the global educational agenda and identification of the national educational strategy in the new institutional environment. A study of the experiences and policies of former Soviet re-publics allows to reconstruct these processes. The relevance of the study is due to the growing recognition of the importance of extracurricular education in addressing issues of educational and gender equality. This article presents briefly preliminary results of the study, which includes data on 10 of the 15 republics of the former Soviet Union with a focus on the issues of access to extracurricular education and the problem of social inequality.
Analysis of social exclusion in city space.
Internаtional Sociological Association, Working Group on Local and Global Relations (WG 01)
In an analysis of research data on three generations of Russians, it was found that the impetus prompted by the social and economic transformation in the early 1990s that opened up opportunities for social and professional growth had been practically exhausted by late 2006, and the tendency toward downward social mobility has become more pronounced. This provides evidence that the social structure of today's Russia is "stagnant" and there are no positive shifts in its dynamics.
The concept of social inequality, its nature and forms.
Current empirical sociology features a limited set of indicators for associating individuals with certain social groups (classes or strata). European sociologists rely heavily on such an informative descriptor as occupation, which has become institutionalized and thus produces certain requirements of human, social and cultural resources for individuals to perform the underlying functions. However, this indicator manifests at least two substantial restrictions: first, it is natural that certain types of economic activity are historically less stable than the social classes with which they are associated; and second, Russian history demonstrates that in a developed society the system of occupations is consistent with its institutional set-up and system of values, which are transferred from generation to generation. In Russia specific occupations are associated with a certain character of labour yet not with particular status characteristics that should result from the corporate nature of professional associations. In fact, in that society there exists a unique form of social stratification, in which a hierarchy of social estates dominates elements of true class differentiation.
In early 2010 Russia once again entered a turbulent period. From the system of property distribution, to structure of the political elites and relations between the Center and the regions - various spheres of Russian life are in a state of flux. Two major factors are driving this change: oil prices which are unlikely to grow the way they did in the 2000s and the rapidly deteriorating efficiency of governance. Relations between federal and regional elites, as well as public activism, are derived from these two factors and play an important role of their own. Will change take an evolutionary path or is Russia facing another revolution? The book offers a view of the Russian future until 2025 based on thematic scenarios created by an international team of Russia scholars whose expertise range from politics and economics to demographics and foreign policy.
From an international comparative perspective, this third book in the prestigious ‘eduLIFE Lifelong Learning Series’ provides a thorough investigation into how social inequalities arise during individuals’ secondary schooling careers. Paying particular attention to the role of social origin and prior performance, it focuses on tracking and differentiation in secondary schooling, examining the short- and long-term effects on inequality of opportunities. It looks at ways in which differentiation in secondary education might produce and reproduce social inequalities in educational opportunities and educational attainment.
Models of Secondary Education and Social Inequality brings together a number of cross-national and country studies conducted by well-known experts in the field. In contrast to existing empirical research, this book reconstructs individuals’ educational careers step-by-step, providing a longitudinal perspective essential for an appropriate understanding of the dynamics of inequalities in secondary education. The international viewpoint allows for an illuminating comparison in light of the different models, rules and procedures that regulate admission selection and learning in different countries.
This book will be of great interest to policymakers, researchers and professional experts in the field, including sociologists, pedagogues, international political scientists and economists, and also serves as a major text for postgraduate and postdoctoral courses.