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 series “Advances in Intelligent Systems and Computing” contains publications on theory, applications, and design methods of Intelligent Systems and Intelligent Computing. Virtually all disciplines such as engineering, natural sciences, computer and information science, ICT, economics, business, e-commerce, environment, healthcare, life science are covered. The list of topics spans all the areas of modern intelligent systems and computing such as: computational intelligence, soft computing including neural networks, fuzzy systems, evolutionary computing and the fusion of these paradigms, social intelligence, ambient intelligence, computational neuroscience, artificial life, virtual worlds and society, cognitive science and systems, Perception and Vision, DNA and immune based systems, self-organizing and adaptive systems, e-Learning and teaching, human-centered and human-centric computing, recommender systems, intelligent control, robotics and mechatronics including human-machine teaming, knowledge-based paradigms, learning paradigms, machine ethics, intelligent data analysis, knowledge management, intelligent agents, intelligent decision making and support, intelligent network security, trust management, interactive entertainment, Web intelligence and multimedia. The publications within “Advances in Intelligent Systems and Computing” are primarily proceedings of important conferences, symposia and congresses. They cover significant recent developments in the field, both of a foundational and applicable character. An important characteristic feature of the series is the short publication time and world-wide distribution. This permits a rapid and broad dissemination of research results.
This book contains a selection of papers accepted for the presentation and discussion at the 2018 International Conference on Digital Science (DSIC’18). This Conference had the support of the Institute of Certified Specialists, Russia, AISTI (Iberian Association for Information Systems and Technologies), and Springer. It will take place at Convention Centre, Budva, Montenegro, October 19–21, 2018. DSIC’18 is an international forum for researchers and practitioners to present and discuss the most recent innovations, trends, results, experiences, and concerns in the several perspectives of Digital Science. The main idea of this Conference is that the world of science is unified and united allowing all scientists/practitioners to be able to think, analyze, and generalize their thoughts. DSIC aims efficiently to disseminate original research results in natural, social, art, and humanities sciences. An important characteristic feature of the Conference should be the short publication time and worldwide distribution. This Conference enables fast dissemination, so conference participants can publish their papers in print and electronic format, which is then made available worldwide and accessible by numerous researchers. The Scientific Committee of DSIC’18 was composed of a multidisciplinary group of 26 experts. One hundred and seven invited reviewers who are intimately concerned with Digital Science have had the responsibility for evaluating, in a “double-blind review” process, the papers received for each of the main themes proposed for the Conference: Digital Art and Humanities; Digital Economics; Digital Education; Digital Engineering; Digital Environmental Sciences; Digital Finance, Business and Banking; Digital Media; Digital Medicine, Pharma and Public Health; Digital Public Administration; Digital Technology and Applied Sciences. DSIC’18 received 88 contributions from 16 countries around the world. The papers accepted for the presentation and discussion at the Conference are published by Springer (this book) and will be submitted for indexing by ISI, SCOPUS, among others.
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.
During the past several decades, several “highly-resourced, accelerated research universities” have been established around the world to pursue—and achieve—academic and research excellence. These institutions are entirely new, not existing universities that were reconfigured. Accelerated Universities provides case studies of eight such universities and highlights the lessons to be learned from these examples. Each of the cases is written by someone involved with leadership at the early developmental stages of each university, and provides insights that only senior executives can illustrate. Accelerated Universitiesshows that visionary leadership and generous funding combined with innovative ideas can yield impressive results in a short time. Universities aspiring to recognition among the top tier of global institutions will find this book indispensable.
The coursebook is aimed at developing foreign language competence among university students and interlingual and intercultural communication in professional sphere. The book is a possibility to master phonetic, lexical and grammatical skills as well as listening, writing anf speaking on the basis of a documentay series "The History of the Kings and Queens of England". Students are provideв with various task types which assist in developing language, communicattive and cultural competences.
The materials of The International Scientific – Practical Conference is presented below.
The Conference reflects the modern state of innovation in education, science, industry and social-economic sphere, from the standpoint of introducing new information technologies.
It is interesting for a wide range of researchers, teachers, graduate students and professionals in the field of innovation and information technologies.
The paper addresses the questions of data science education of current importance. It aims to introduce and justify the framework that allows flexibly evaluate the processes of a data expedition and a digital media created during it. For these purposes, the authors explore features of digital media artefacts which are specific to data expeditions and are essential to accurate evaluation. The rubrics as a power but hardly formalizable evaluation method in application to digital media artefacts are also discussed. Moreover, the paper documents the experience of rubrics creation according to the suggested framework. The rubrics were successfully adopted to two data-driven journalism courses. The authors also formulate recommendations on data expedition evaluation which should take into consideration structural features of a data expedition, distinctive features of digital media, etc.
Purpose: The purpose of this paper is to determine the possibilities and barriers of the practical application of internationally recognized diplomas of higher education. Design/methodology/approach: The authors used SWOT analysis for determining preconditions and barriers as well as possibilities and threats that are related to the provision and practical application of internationally recognized diplomas of higher education and the method of modeling of socio-economic processes and systems for compiling a conceptual model of the provision and practical application of internationally recognized diplomas of higher education. Demand for the practical application of internationally recognized diplomas in modern Russia is determined with the method of analysis of statistical data (method of economic statistics). The information and analytical basis of the research consists of materials of the Federal State Statistics Service of the Russian Federation. Findings: It is shown by the example of modern Russia that the practical application of internationally recognized diplomas is popular, and universities that provide remote education possess wide possibilities in the sphere of their provision, as they are characterized by high flexibility that allows them to adapt to the international standards of university education. The barriers of the practical application of internationally recognized diplomas of higher education are caused by the lack of clear and generally recognized international standards of university education, absence of entrepreneurial culture of application of internationally recognized diplomas and absence of international organization that certifies activities of universities and issues licenses for internationally recognized diplomas. Originality/value: In order to overcome these barriers, the authors created a conceptual model of the provision and practical application of internationally recognized diplomas of higher education. © 2019, Emerald Publishing Limited.
Purpose: The purpose of this paper is to substantiate the perspectives of using remote education as a means of restoring Russian recessing regions’ economy and develop framework recommendations for this. Design/methodology/approach: The set goal is achieved by finding the dependence of the values of indicators of socio-economic development on the level of development of education in Russian regions. The methods of regression and correlation analysis are used for that. Findings: The findings showed a moderate direct connection between the development of education and socio-economic position of the region if found. Qualitative analysis allowed substantiating large perspectives of using remote education as a means of restoring Russian recessing regions’ economy, which have two manifestations. The first one is related to the increase of accessibility of educational services in Russian regions. Due to this, the potential of development of region’s human potential is better realized. Being one of the key resources in the conditions of knowledge economy, human resources stimulate the activation of entrepreneurial activities, growth of labor efficiency and innovational activity of region’s companies. The second manifestation envisages the formation of entrepreneurship in the sphere of remote education as a growth vector and source of competitive advantages of recessing region’s economy. This opens possibilities for the formation of knowledge economy in region and supporting its high competitiveness. Low capital intensity of entrepreneurship in the sphere of remote education makes it accessible for development even in recessing regions, stimulating the growth of the volume of tax revenues into the regional state budget and formation of its positive balance. Originality/value: For the practical implementation of the determined large perspectives of using remote education as a means of restoring Russian recessing regions’ economy, authors’ framework recommendations are offered, which are aimed at the improvement of normative and legal conditions for the conduct of entrepreneurial activities in the sphere of remote education, information support for this entrepreneurship and its marketing support and promotion as a basis of region’s economy’s competitiveness. © 2019, Emerald Publishing Limited.
Purpose: The working hypothesis of this research is that specifics of activities of university that provides remote education does not allow using the same evaluation criteria for assessment of its competitiveness that allow assessing competitiveness of university that provides traditional education. The purpose of this paper is to verify the offered hypothesis, study the modern Russian experience of evaluating the competitiveness of university that provides remote education and develop methodological recommendations for improving this process. Design/methodology/approach: The authors use the existing scientific approaches to determining competitiveness of a company, including university, for complex and comprehensive study of the set problem. The information and analytical basis of this research is formed of methodological materials of the ranking of best universities of Russia for 2017 according to independent analytical agency “RaExpert” and “Announcement of open competition for state support for leading universities of the Russian Federation for the purpose of raising their competitiveness among the leading global scientific and educational centers of the Ministry of Education and Science of the RF.” Findings: The offered hypothesis was proved. It is concluded that modern Russia uses the same (common) criteria for evaluating competitiveness of universities, regardless of the form of provided educational services. This is incorrect from the scientific and methodological point of view, as the work shows that most criteria are characterized by different applicability as to the university that provides traditional education and the university that provides remote education. Originality/value: Methodological provision of evaluating the university’s competitiveness that provides remote education is elaborated by the authors by development of additional criteria. It is recommended to assign weight coefficients to all criteria depending on the level of applicability (importance) as to the university that provides remote education. © 2019, Emerald Publishing Limited.
University mergers are a common practice in higher education systems around the world. Merger-related aspects such as the transformation of organizational and administrative structures, the impact on the internal funding allocation mechanisms, or changes in academic strategies and profiles, are well researched. However, the role of students in university mergers and their understanding of these processes are hardly investigated. The aim of this study was to identify how students are affected by merger processes. Through the conceptual framework, integrating university organizational identity theory and studies of the human side of mergers and acquisitions, this article encompasses six institutional cases in Russian higher education. These cases were selected to illustrate different scenarios of university mergers and accordingly to analyze the variety of student experience in changing universities. The project’s data included the results of document analysis, analysis of the merged universities’ representation in the public space, interviews and focus-groups with university administrators and with students who studied during the process of university merger. It highlights such perceived effects of mergers as anxiety and perceived unfairness due to post-merger changes, activization of we-they opposition between the students of merged universities, loss or transformation of organizational identity, and clash of university cultures.
This paper analyses the impact of academic achievement on future salaries by looking into the grade point average (GPA)-earnings relationship for graduates of a leading Russian university. The study is based on pooled cross-sectional graduate survey data for 2014–2015. The issue of how student academic achievement impacts future labour market rewards is analysed through academic, demographic and labour market factors. We found that there is a significant positive impact of GPA on salaries of BA graduates (9–12% wage premium for an additional GPA point) and an insignificant or negative impact for MA programmes graduates. The study depicts that this negative effect can be partially explained by employment sector-specific variables. Among the main factors which positively affect earnings of graduates is work experience. Graduates who combined study and work achieve a 30% wage premium. However, there is no evidence that combining study and work affects student academic achievement, even for those who combined studies with full-time job. Despite the higher GPA of female students, male graduates’ earnings are 18% higher. Gender wage differences can be explained by gender distribution by the sector of employment: the over-representation of women in the low-paid education and science sectors and their under-representation in entrepreneurship and corporate sector.
University faculty are frequently tasked with promoting academic honesty among students. However, there is little reliable evidence about whether faculty actions can prevent academic dishonesty. The purpose of this study is to examine whether more severe punishments from faculty can reduce academic dishonesty among students. We analyze nationally representative, longitudinal and matched data on engineering undergraduates and faculty from 33 universities in Russia, and document extremely high and increasing rates of dishonest academic attitudes among students, especially among the higher achieving students. In the first two years of study the proportion of students tolerant to academic dishonesty increases by 5 percentage points. We then show that despite the tide of increasing academic dishonesty among students, more severe punishments from faculty significantly and substantially improve student attitudes towards academic dishonesty. Taken together, the findings emphasize the importance of strengthening the role of faculty in promoting academic honesty among students.