The pocket data book contains main indicators characterizing trends in the development of general, secondary vocational, higher education as well as vocational training and additional education in the Russian Federation. It also covers key education indicators for the OECD countries. The data book includes information of the Federal State Statistics Service, the Ministry of Education of the Russian Federation, the Ministry of Science and Higher Education of the Russian Federation, the Federal Treasury, the Organisation for Economic Co-operation and Development (OECD), as well as results of own methodological and analytical studies of the HSE Institute for Statistical Studies and Economics of Knowledge.
This is a study of teachers' responses to the push towards greater technology use in a Russian Higher Education context viewed through the Russian notion of perezhivanie and, taken more broadly, of why and how the teachers make decisions and act the way they do. Unlike earlier work in the teacher development field, where predominantly cognition served thinking and decision making processes, here the focus is on a unity of emotion, cognition, and context in the notion of perezhivanie. I define perezhivanie as a given psychological phenomenon of ‘cognitive and emotional reciprocal processing of previous and new experience’ (Golombek & Doran, 2014:104). Perezhivanie is close to reflection, but more related to the teacher’s feelings, and this study is motivated by the possible developmental potential of perezhivanie. Using audio data from two in-depth qualitative interviews with each of ten university language teachers about their experience with technology, I first explored contextual complexities the participants identified, and then the participants’ perezhivanie related to these complexities. I analysed the data, using techniques of thematic textual analysis and structural analysis of the narrative parts of the participants’ accounts. The findings show that the teachers responded to complexities of technology integration in various ways. A broad pattern emerged, however, when teachers were prevented from fulfilling their motives, due to the complexities that appeared. The teachers initially experienced frustration, denial, and various other emotions. After that, they passed through a stage of acceptance, and started to engage with the problem more cognitively, and this induced sense-making and, therefore, moving forward. My second finding has brought to the surface that perezhivanie, following Vasilyuk (1991), exists in three forms, which are perezhivanie-experiencing, perezhivanie-apprehension, and perezhivanie-reflection, and I discuss how these forms of perezhivanie work across the above described periods of difficulty. Finally, the thesis discusses how perezhivanie is complex and has a multileveled structure, but with clear potential for understanding teacher development.
Corporate Learning for the Digital World. Edited by Valery Katkalo, Martin Moehrle, Dmitry Volkov. — Moscow: Sberbank Corporate University, 2019, 252 p., incl. illustrations, tables. This book is the first reference dictionary on corporate learning in the Digital Age and unique among international specialized literature. The purpose of this reference dictionary is to establish a unified conceptual field for advanced corporate learning technologies and to help organize the conceptual and practical knowledge of those involved in development and implementation of the learning solutions that are relevant for this new age and economy. Our publication includes 58 dictionary entries and appendixes on more than 285 basic terms that describe specific aspects of corporate learning necessary for successful operation in the digital world. This reference dictionary is intended for managers and specialists working in the field of corporate learning and talent development, corporate universities and training centers, providers of learning solutions, management, faculty of universities and business schools, and, in general, anyone interested in modern learning technologies.
In the twenty-first century, universities worldwide have found themselves thrust into a great "brain race" as nations, both developed and developing, seek to enhance their place in the global knowledge economy. As the concept of the de-localized university—one that has radically expanded, perhaps even beyond national borders—grows, competing nations have begun reshaping aspects of their national systems to accommodate global standards and metrics.
In Professorial Pathways, Martin J. Finkelstein and Glen A. Jones consider how academic careers vary in countries that are fundamentally different in their organization and dynamics. Building on 25 years of scholarship, the book confronts major questions: What can we learn from the experience of other nations as they seek to balance the seemingly contradictory imperatives of expanding access and ensuring global competitiveness? What are the implications of this rapidly changing policy environment for the health of the academic professions on which university teaching and scholarship depends? And how can we advance the comparative study of higher education and, in particular, of the academic profession?
The volume brings together detailed case studies of the latest—and ever-changing—educational developments in ten countries across Europe (France, Germany, United Kingdom, Russia), Asia (China, India, Japan), North America (United States, Canada), and South America (Brazil). Essays written by respected scholars in the field identify the major structural features of national higher education systems and academic markets that directly shape academic work and careers. Professorial Pathways will be of interest to anyone who toils in the vineyards of comparative and international higher education.
There is a shift in attitudes from having a job for life to continuous learning at work. Skills that businesses require today are changing. Individuals that succeed in the future will be those who adopt the philosophy of lifelong learning. A continuous learning culture needs to be at the heart of universities and all organizations. Technology is absolutely central to the future of the learning community, particularly as we move into the age of the Internet of Things (IoT), artificial intelligence (AI), big data, smart cities, and blockchain.
Businesses must work with universities to provide work experience for students, and universities must ensure they produce the employees that businesses want. A host of learning tools are being used as the technology continues to mature, including personalization, gamification, social media, and micro-learning, which allows students to absorb ideas and lessons in bite-sized information chunks. Artificial intelligence is used to provide intelligent and personal learning for students. Virtual-reality technology is exciting because it allows both educational establishments and employers to prepare people in a far more engaging and realistic way than traditional classroom methods.
The coursebook is aimed at systematization and generalization of students ' knowledge in the field of English grammar. It consists of 14 chapters, including theoretical information on the main grammatical topics and training exercises.
This coursebook designed for 1-2 year students of the academic bachelor level of English language proficiency at level A1–B1 (Elementary – Intermediate), students in areas of training 01.03.01 Mathematics, 01.03.02 "Applied mathematics and Informatics", 09.03.04 Software engineering, 38.03.01 "Economics", 38.03.02 "Management of business", 38.03.05 "Business-Informatics", 40.03.01 "Jurisprudence", 45.03.01 "Philology", 45.03.03 "Fundamental and applied linguistics", the level of higher education – bachelor's degree (qualification: academic/applied BA).
The invitation to serve as Minister of Education and lead a bold and significant reform of an education system never comes with an instruction manual. Leading such an opportunity effectively, requires access to the best knowledge about how to make change happen. In this book, Ministers of Education and system level leaders in ten countries share what they learned in the process of advancing audacious reforms aimed at transforming public education so schools would better prepare students with the necessary skills to participate civically and economically in a rapidly changing world. A product of the Global Education Innovation Initiative, a practice-research consortium of leaders and institutions that advance knowledge to support the transformation of public education systems to augment their relevancy, the book is anchored in the proposition that successful educational change requires the appropriate combination of knowledge based on practice with knowledge based on research. The contributors to this volume embody the best qualities of reflective practitioners who can make visible what they have learned from their practice. In sharing with what they have learned with others, they demonstrate also the generosity and commitment of those who understand that we all share responsibility for the education of the entirety of the world’s children. In this book, the reader will find discerning and intimate accounts of what it is like to transform the largest organization in society, so it does a better job educating all children. The themes that resonate in their accounts across systems as diverse as Australia, Brazil, Colombia, India, Mexico, Peru, Poland, Portugal, Russia and Singapore are fascinating, surprising and valuable to those who hope to leave a legacy as Ministers of Education. Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. His research and teaching focus on understanding how to educate children and youth so they can thrive in the 21st century. Over more than three decades he has advised Ministers of Education and other leaders of education institutions in Africa, Asia, the Americas, Europe and the Middle East.
A course book in academic English for pre-service teachers
The student's book is based on the CLIL approach to teaching and teaches case study solving skills via English language learning. Such an approach creates positive environment for students to master new knowledges and skills.
The second White Book prepared by experts of the Public Bologna Committee is devoted to a detailed analysis of Belarus’s implementation of the Bologna commitments in comparison with other EHEA countries. The structure and methodology of the analysis in the book of It is notable for maximum comparability with the Implementation Report of the European higher education area in 2018
Looking at pictures can be a delightful, exciting or moving experience, but some pictures – and these are often the most rewarding – require some explanation before they can be fully understood. Delving into the origins, designs and themes of over 100 pictures from different periods and places, this book illuminates the art of looking at – and talking about – pictures. Woodford shows how you can read a picture by examining the formal and stylistic devices used by an artist, and explores popular themes and subject matters, and the relationship of pictures to the societies that produced them. The book is supplemented by a glossary of key terms, ranging from art movements and technical terms to religious and classical terminology, to give readers all the information they need at their fingertips.
The study guide is aimed at students of economics to facilitate their mastery of ESP - English for Specific Purposes. The book consists of 10 lessons devoted to different aspects of globalization: concept definitions, mechanisms of socio- cultural and economic influence on society, and changes occurring thereof: markets libaralization, an increase in human vulnerability and a deterioration in psychological well-being, as well as prospects of development in global society.
The book comprises study materials for learning English. It aims at developing students' communication skills which are necessary for using English in every day life and professional activities. The book provides learners with extra opportunities for developing their listening, pronunciation, vocabulary and speaking skills through the use of authentic video content selected in accordance with the requirements of the ESL course.
This volume provides a critical perspective on the Soviet legacy of superpower competition in the higher education systems of China and Russia. The book examines the tensions among multi-level forces that strive to advance progressive university policies and practices on the one hand, and on the other hand work to restore old-style hyper-centralization and indoctrination. It tracks the de-Sovietization of higher education, which aimed to integrate Chinese and Russian universities into global higher education but resulted in inducing status anxiety in the global hierarchies of knowledge development.
Human capital is produced primarily by the education system. Today it is the most important factor in the development of economy and society. By investing in human capital, economic growth rates above the average world-level can be achieved, which is necessary in order to strengthen Russia’s positions in the context of increasing global competition. The report proposes 12 projects, aiming not only for the development of education, but for making a decisive contribution to the “breakthrough” of the country in economic, social and technological development by activating the creative potential of the Russian population as a whole and self-realization of each individual. The ultimate result of all the proposed 12 solutions will be a steady increase in the quality of life of the Russian people.
Originally published in 1995. In securing the future of any democracy, it is vital that the education service should provide an effective introduction to citizenship by means of a high quality and empowering curriculum in educational institutions organized and administered according to democratic principles. In this volume, educators with a variety of backgrounds and experience gained in educational institutions in both Russia and western countries address the question of the conception, justification and implementation of the idea of 'education for democracy'. This is the first publication to emerge from a collaboration of Russian and Western educators in recent times and is an enthralling account of education in countries with wide social, political and historical differences yet having common ground to share over the creation and management of their school systems.
Higher Education in Federal Countries: A Comparative Study is a unique study of higher education in nine federal countries—the United States, Canada, Australia, Germany, Mexico, Brazil, Russia, China and India. In this book, leading international scholars discuss the role of federalism and how it shapes higher education in major nation-state actors on the world stage. The editors develop an overarching comparative analysis of the dynamics of central and regional power in higher education, and the national case studies explain how each federal and federal-like higher education system has evolved and how it functions in what are highly varied contexts.
The book makes a major contribution to higher education studies and defines a new field of comparative analysis. It also provides important insights into comparative governance and the study of federalism and federal arrangements, with their particular historical, political, legal and economic dimensions.
The demand for large-scale assessments in higher education, especially at an international scale, is growing. A major challenge of conducting these assessments, however, is that they require understanding and balancing the interests of multiple stakeholders (government officials, university administrators, and students) and also overcoming potential unwillingness of these stakeholders to participate. In this paper, we take the experience of the Study of Undergraduate Performance (SUPER) in conducting a large-scale international assessment as a case study. We discuss ways in which we mitigated perceived risks, built trust, and provided incentives to ensure the successful engagement of stakeholders during the study’s implementation.
We studied the population of articles on higher education published in academic journals by researchers from post-Soviet countries in the last three decades. We found that post-Soviet countries contribute differently to the overall publication output, with only Russia, Lithuania, and Estonia having more than 100 articles in journals indexed in Scopus. Countries also have different publication profiles in terms of articles’ language, topics, methodology, and the balance between articles in local and international journals. In comparison with a sample of international articles, post-Soviet authors publish a substantially smaller share of research articles, and articles about teaching and learning issues, student experience and outcomes, and academic work, but a larger share of policy-related articles and articles about system policy and history. Researchers from one post-Soviet country collaborate much less within their country compared with authors from the international sample, where people collaborate more actively between institutions within a country. At the same time, scholars from different post-Soviet countries do not collaborate with each other. Our analysis demonstrates the disunity of the community of post-Soviet scholars disconnected by national borders.
We comment on the article by Zagaria et al., which explicates the ““soft” nature of psychology: a minor consensus in its “core”” (Zagaria et al., p. 1), manifested by the discordant character of definitions of psychological “core-constructs”. Zagaria et al. build on the assumption that psychological science should reside in the status of a paradigm, meanwhile the real state of things they consider as pre-paradigmatic, imperfect and unhealthy, from which a transition to a paradigm is necessary.We cannot agree with this provision. We argue that not internal coherence and consistency, but the ability to reflect multifaceted reality, to answer its innovative manifestations in various dimensions and solve tasks that life poses to humanity with an adequate set of different tools not reducible to a single approach, is what makes the value of science. Psychology originally developed as poly paradigmatic science, because its subject has a most complex nature, holistic, yet incorporating many aspects different in their essence and, therefore, requiring different versions of the methodology. Considering epistemology of psychological science from the philosophical perspective implying special focus on the ontological issues, we argue that poly paradigmatic structure of psychology is a virtue, not weakness. Thanks to such a structure, modular, like a Swiss knife, our science may offer the most effective solutions for a variety of problems. Multiplicity of relative approaches is best fit for life and innovation, even though we have to sacrifice rigor and concordance of definitions in introductory textbooks.
Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country’s top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia’s online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment.
Fertility, mortality and migration are constantly changing the population dynamics in Russia. Various historical events (economic crises, the collapse of the USSR, etc.) had a huge impact on the age and sex pyramid of the population. The consequences of the demographic crisis also influenced the number of potential university enrollments. An analysis of demographic trends in the Russian higher education (HE) system made it possible to identify several patterns.
Concept mapping is a popular tool for knowledge structure assessment. In recent years, both the amount of research about concept maps and their measurement ability have grown. It has been shown that concept maps with different types of tasks, for instance, links between concepts given or selected by a respondent, provide information about the different aspects of students’ knowledge structure. This study explores features of concept mapping with and without a list of concepts. At first, eleven masters students constructed concept maps with a topic on statistical data analysis and, after three weeks, repeated the task with the same topic and a predefined list of concepts. Both types of concept maps were evaluated using traditional scoring indicators and indicators from the network analysis. All indicators were tested for significant differences, and then the content of these maps was analysed. Results show that the list of concepts forced respondents to construct more connective maps, which is related to a more developed knowledge structure. Moreover, it is easier for them, when including even abstract concepts, to define their role in the domain. However, respondents use concepts and group them in different ways depending on the instruction. It seems that respondents feel a “list stress”, which leads to differences in the content. These findings demonstrate the possibilities of using different concept mapping tasks for learning and assessment.
Typically, training in Russia for professionals includes school, university, and postgraduate education. People make their choice regarding university or job after school, and they choose jobs after university. These are very sensitive matters. Help in making the right choice is a real asset. The Russian Association of Statisticians (RASt) is an independent, non-profit organisation that does not provide statistical education as a university and does not collect and process data as a statistical institution. But RASt helps students, universities, and producers of statistical data find each other. The paper describes the activities of RASt which organises the school competition in statistics called “Trend” to support students in choosing a profession and the kick-off competition “Career” for university students to help them get to know their employers. The organisers of the competition for school children usually face a number of problems related to the young age of participants and to limited funding. If we are talking about such a country as huge as Russia, the problems increase. To solve these problems, organisers use a combination of competition of presentations about original statistical researches provided by school teams in regions and an online quiz on statistical topics at the final stage. Technologically, the entire process is supported by ROSSTAT with its IT network. The organisers hope that the competition will make the profession of statistician more popular in Russia and attract more students to statistical programmes in universities.
Drawing on the data provided by Russian panel study ‘Trajectories in Education and Careers’ (TrEC), we explore the different rationales pupils employ in deciding their education path in grade nine. Drawing on the relative risk aversion theory we show how young people’s decision-making logics are aimed at class maintenance and risk management. Using a qualitative methodology we show that the decision to continue into grade ten with the view to enter a university program is largely a ‘non-decision’ informed by class-appropriate ambition. While students from higher socio-economic backgrounds ‘automatically’ enrol in grade ten, students of lower socio-economic backgrounds tend to opt for vocational education in the hope of ‘fast-tracking’ to adulthood and the world of work. Drawing on the concept of a ‘cultural narrative’ we also demonstrate that what is considered ‘rational,’ ‘safe’, ‘risky,’ etc. is both class- and culture-specific.
Educational attainment is an important social determinant of maternal, newborn, and child health1–3. As a tool for promoting gender equity, it has gained increasing traction in popular media, international aid strategies, and global agenda-setting4–6. The global health agenda is increasingly focused on evidence of precision public health, which illustrates the subnational distribution of disease and illness7,8; however, an agenda focused on future equity must integrate comparable evidence on the distribution of social determinants of health9–11. Here we expand on the available precision SDG evidence by estimating the subnational distribution of educational attainment, including the proportions of individuals who have completed key levels of schooling, across all low- and middle-income countries from 2000 to 2017. Previous analyses have focused on geographical disparities in average attainment across Africa or for specific countries, but—to our knowledge—no analysis has examined the subnational proportions of individuals who completed specific levels of education across all low- and middle-income countries12–14. By geolocating subnational data for more than 184 million person-years across 528 data sources, we precisely identify inequalities across geography as well as within populations