Pub Date : 2017-04-03DOI: 10.1080/10609393.2017.1399757
B. Kupriyanov
This article, which is based on an analysis of historiography and historical sources, attempts to historically reconstruct the initial plan for out-of-school education in the Soviet Union that was to be carried out by the leaders of the People’s Commissariat for Education. We argue that there were two independent projects: one for out-of-school education and another for elementary music education.
{"title":"The Social Mission of Out-of-School Education in the USSR: A Historical Reconstruction of a Soviet Megaproject","authors":"B. Kupriyanov","doi":"10.1080/10609393.2017.1399757","DOIUrl":"https://doi.org/10.1080/10609393.2017.1399757","url":null,"abstract":"This article, which is based on an analysis of historiography and historical sources, attempts to historically reconstruct the initial plan for out-of-school education in the Soviet Union that was to be carried out by the leaders of the People’s Commissariat for Education. We argue that there were two independent projects: one for out-of-school education and another for elementary music education.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"195 - 205"},"PeriodicalIF":0.0,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1399757","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41726121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-03DOI: 10.1080/10609393.2017.1399755
I. Abankina, V. Vynaryk, L. Filatova
This article describes the changing face of institutions of higher education in Russia in comparison with other countries. It is shown that the ratios of funding sources for higher education in Russia are similar in structure to those in other countries. However, the absolute amounts of funding from these sources are three times less in Russia than the level of the OECD countries. We analyze the following two strategies that Russian universities have used to cope with reduced public funding: diversification of sources of income and changing the structure of expenses. These strategies have been borrowed from the experience of foreign universities that have reformed their financial management. We identify the following main trends in the financing of Russian higher education: concentration of support on leading universities, reliance on public support for higher education as a main source of funding, and the weak use of public-private partnership mechanisms as well as endowment funds. We provide an assessment of the impact of these trends on the economic position of universities.
{"title":"The State Policy of Funding Higher Education Under Public Budget Constraints1","authors":"I. Abankina, V. Vynaryk, L. Filatova","doi":"10.1080/10609393.2017.1399755","DOIUrl":"https://doi.org/10.1080/10609393.2017.1399755","url":null,"abstract":"This article describes the changing face of institutions of higher education in Russia in comparison with other countries. It is shown that the ratios of funding sources for higher education in Russia are similar in structure to those in other countries. However, the absolute amounts of funding from these sources are three times less in Russia than the level of the OECD countries. We analyze the following two strategies that Russian universities have used to cope with reduced public funding: diversification of sources of income and changing the structure of expenses. These strategies have been borrowed from the experience of foreign universities that have reformed their financial management. We identify the following main trends in the financing of Russian higher education: concentration of support on leading universities, reliance on public support for higher education as a main source of funding, and the weak use of public-private partnership mechanisms as well as endowment funds. We provide an assessment of the impact of these trends on the economic position of universities.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"135 - 173"},"PeriodicalIF":0.0,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1399755","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47352255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-03DOI: 10.1080/10609393.2017.1399758
O. Savinskaya
The article discusses the importance of introducing training programs for preschool children that allow them to master basic knowledge in science, technology, engineering, and mathematics (STEM subjects) as an academic basis for the technological transition that is currently taking place in the modern world. It is shown that when preschool students study STEM subjects, it gives them a great advantage later in elementary, middle, and high school. As a result of our investigation of STEM subjects for preschoolers and the gender considerations that should be incorporated into successful teaching strategies, we have concluded that together with the preparation and institutionalization of such training programs it is necessary to teach the designers of educational programs as well as educators about the specific features that characterize how boys and girls learn. A curriculum that takes gender differences into account is one that does not allow the development of a gender dichotomy in education. Rather, it should ensure that both boys and girls have equal motivation and a positive attitude about STEM subjects.
{"title":"Gender Equality in Preschool STEM Programs as a Factor Determining Russia’s Successful Technological Development","authors":"O. Savinskaya","doi":"10.1080/10609393.2017.1399758","DOIUrl":"https://doi.org/10.1080/10609393.2017.1399758","url":null,"abstract":"The article discusses the importance of introducing training programs for preschool children that allow them to master basic knowledge in science, technology, engineering, and mathematics (STEM subjects) as an academic basis for the technological transition that is currently taking place in the modern world. It is shown that when preschool students study STEM subjects, it gives them a great advantage later in elementary, middle, and high school. As a result of our investigation of STEM subjects for preschoolers and the gender considerations that should be incorporated into successful teaching strategies, we have concluded that together with the preparation and institutionalization of such training programs it is necessary to teach the designers of educational programs as well as educators about the specific features that characterize how boys and girls learn. A curriculum that takes gender differences into account is one that does not allow the development of a gender dichotomy in education. Rather, it should ensure that both boys and girls have equal motivation and a positive attitude about STEM subjects.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"206 - 216"},"PeriodicalIF":0.0,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1399758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49354253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/10609393.2017.1392799
A. Gromov
This article presents statistics about the cohort of foreign students studying at Russian universities. It will interest researchers and a large number of higher education professionals, including university administrators and employees at state oversight agencies.
{"title":"The Academic Mobility of Foreign Students in Russia","authors":"A. Gromov","doi":"10.1080/10609393.2017.1392799","DOIUrl":"https://doi.org/10.1080/10609393.2017.1392799","url":null,"abstract":"This article presents statistics about the cohort of foreign students studying at Russian universities. It will interest researchers and a large number of higher education professionals, including university administrators and employees at state oversight agencies.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"21 - 37"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1392799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41846852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/10609393.2017.1392803
E. Savitskaya, N. S. Altunina
We attempt to prove the hypothesis that, under certain conditions, a phenomenon of propitious selection may arise on the higher education market: When talented university entrants favor applying to branded universities, the latter are able to automatically build up a positive reputation without having to actually improve the quality of their educational process. We have performed an econometric modeling and regression analysis on a set of data that were obtained from a survey of Moscow university freshmen to show that high school graduates with high scores on the Unified State Exam (USE) really are oriented toward branded universities and that these prospective students believe that obtaining a prestigious degree is even more important than entering any particular profession. Entrants lack complete information about the quality of education at any given university. The analysis of university rankings presented in this article shows that they are unable to completely solve this information asymmetry since they contain signal distortions introduced by their ranking methodology. These rankings primarily prioritize the research activity of faculty members, and they ignore their teaching performance and work with students. Therefore, often universities design their policies in such a way as to privilege the criteria that are used in rankings, and they focus on improving precisely these indicators at the expense of other considerations. As a result, branded universities are able to distinguish themselves from conventional higher education institutions not by actually providing higher quality educational services, but by selecting the best applicants and benefiting from the powerful peer effect of having these students study together. In this way, these universities can produce excellent graduates that ensure their positive reputation in the eyes of employers and at the same time increase their brand value by raising their position in the rankings.
{"title":"Higher Education","authors":"E. Savitskaya, N. S. Altunina","doi":"10.1080/10609393.2017.1392803","DOIUrl":"https://doi.org/10.1080/10609393.2017.1392803","url":null,"abstract":"We attempt to prove the hypothesis that, under certain conditions, a phenomenon of propitious selection may arise on the higher education market: When talented university entrants favor applying to branded universities, the latter are able to automatically build up a positive reputation without having to actually improve the quality of their educational process. We have performed an econometric modeling and regression analysis on a set of data that were obtained from a survey of Moscow university freshmen to show that high school graduates with high scores on the Unified State Exam (USE) really are oriented toward branded universities and that these prospective students believe that obtaining a prestigious degree is even more important than entering any particular profession. Entrants lack complete information about the quality of education at any given university. The analysis of university rankings presented in this article shows that they are unable to completely solve this information asymmetry since they contain signal distortions introduced by their ranking methodology. These rankings primarily prioritize the research activity of faculty members, and they ignore their teaching performance and work with students. Therefore, often universities design their policies in such a way as to privilege the criteria that are used in rankings, and they focus on improving precisely these indicators at the expense of other considerations. As a result, branded universities are able to distinguish themselves from conventional higher education institutions not by actually providing higher quality educational services, but by selecting the best applicants and benefiting from the powerful peer effect of having these students study together. In this way, these universities can produce excellent graduates that ensure their positive reputation in the eyes of employers and at the same time increase their brand value by raising their position in the rankings.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"120 - 94"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1392803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44051444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/10609393.2017.1392801
A. Gromov, D. Platonova, D. Semyonov, T. L. Pyrova
This article provides a comparative analysis of accessibility of higher education across Russian regions in terms of the following three factors: the availability of admission opportunities; financial affordability; and geographic accessibility. The study will be of interest to government agencies in higher education at various levels, analysts and researchers, as well as a wide range of readers focused on regional differences in higher education systems and policies.
{"title":"The Accessibility of Higher Education in the Russian Regions","authors":"A. Gromov, D. Platonova, D. Semyonov, T. L. Pyrova","doi":"10.1080/10609393.2017.1392801","DOIUrl":"https://doi.org/10.1080/10609393.2017.1392801","url":null,"abstract":"This article provides a comparative analysis of accessibility of higher education across Russian regions in terms of the following three factors: the availability of admission opportunities; financial affordability; and geographic accessibility. The study will be of interest to government agencies in higher education at various levels, analysts and researchers, as well as a wide range of readers focused on regional differences in higher education systems and policies.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"38 - 67"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1392801","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48573416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/10609393.2017.1392802
O. Leshukov, D. G. Yevseyeva, A. Gromov, D. Platonova
This article analyzes how Russia’s networks of higher education institutions contribute to their host regions in terms of the following three major facets: the economic development; the human capital development; and the innovative development. To ensure the analytical framework used derives relevant and representative findings given the nature of the Russian socio-economic environment, the authors implement a customized methodology that factors in the most appropriate components from various international best practices in assessing university effects on comprehensive societal development. The study will be of interest to a wide audience of stakeholders in higher education and broader contexts, including policy professionals at the federal and regional levels, institutional leadership, researchers and analysts, students in socio-political, economic, and educational majors, etc.
{"title":"Assessment of the Contribution of Regional Higher Education Systems to the Socio-Economic Development of the Russian Regions","authors":"O. Leshukov, D. G. Yevseyeva, A. Gromov, D. Platonova","doi":"10.1080/10609393.2017.1392802","DOIUrl":"https://doi.org/10.1080/10609393.2017.1392802","url":null,"abstract":"This article analyzes how Russia’s networks of higher education institutions contribute to their host regions in terms of the following three major facets: the economic development; the human capital development; and the innovative development. To ensure the analytical framework used derives relevant and representative findings given the nature of the Russian socio-economic environment, the authors implement a customized methodology that factors in the most appropriate components from various international best practices in assessing university effects on comprehensive societal development. The study will be of interest to a wide audience of stakeholders in higher education and broader contexts, including policy professionals at the federal and regional levels, institutional leadership, researchers and analysts, students in socio-political, economic, and educational majors, etc.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"68 - 93"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1392802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41714133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/10609393.2017.1392798
I. A. Anuchin, A. A. Belikov, A. Denisov, B. Kupriyanov
This article is dedicated to the 2015 Russian summer recreation campaign for children and teenagers between the ages of 6 and 18. The data presented will prove useful to experts in the field of public policy in education as a starting point for further analysis.
{"title":"The Main Features of Organized Summer Vacation and Recreation Opportunities for Children in Russia","authors":"I. A. Anuchin, A. A. Belikov, A. Denisov, B. Kupriyanov","doi":"10.1080/10609393.2017.1392798","DOIUrl":"https://doi.org/10.1080/10609393.2017.1392798","url":null,"abstract":"This article is dedicated to the 2015 Russian summer recreation campaign for children and teenagers between the ages of 6 and 18. The data presented will prove useful to experts in the field of public policy in education as a starting point for further analysis.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"1 - 20"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1392798","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48135000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/10609393.2017.1392804
S. Zair-Bek, A. A. Belikov, A. Plekhanov
This article presents educational statistics that reflect the basic indicators describing the state of information technology infrastructure in secondary general education in 2014. This research seeks to analyze how Russia’s Federal State Educational Standards governing secondary general education facilitate the creation of information-based teaching methods and the supply of equipment. Special attention is paid to the interregional differences in information-educational infrastructure as well as the differences between how urban and rural schools are equipped with this infrastructure. This study may prove to be useful to regional education authorities and experts in the field of public educational policy as a starting point for analyzing educational statistics while taking into account regional contextual indicators.
{"title":"Russian Schools","authors":"S. Zair-Bek, A. A. Belikov, A. Plekhanov","doi":"10.1080/10609393.2017.1392804","DOIUrl":"https://doi.org/10.1080/10609393.2017.1392804","url":null,"abstract":"This article presents educational statistics that reflect the basic indicators describing the state of information technology infrastructure in secondary general education in 2014. This research seeks to analyze how Russia’s Federal State Educational Standards governing secondary general education facilitate the creation of information-based teaching methods and the supply of equipment. Special attention is paid to the interregional differences in information-educational infrastructure as well as the differences between how urban and rural schools are equipped with this infrastructure. This study may prove to be useful to regional education authorities and experts in the field of public educational policy as a starting point for analyzing educational statistics while taking into account regional contextual indicators.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"59 1","pages":"121 - 133"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1392804","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45067401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-01DOI: 10.1080/10609393.2017.1353851
T. Popova, T. Nenasheva
Many Russian institutions of higher education support the introduction of information technologies, and they actively use them in the educational process. In teaching foreign languages (FLs) at university, the transition to the new instructional model implies the need to actively deploy innovative concepts and practices aimed at ensuring that students achieve the maximum level of English language proficiency as specified by international and Russian standards. The authors of the article investigate the problem of the linguistic persona [yazykovaya lichnost’] and the language system as well as the impact that linguistic personas have on the acquisition of the FL. The linguistic persona is an integrative concept with heterogeneous and interrelated components. The article describes a virtual linguistic persona that is viewed as a new type of linguistic persona. It is characterized by a set of specific features, including special values, a changed attitude toward time and space, a high degree of focus on virtual activity, and special communication goals. The authors of the article come to the conclusion that the use of a foreign-language Internet environment for FL learning in both self-study and classroom contexts provides a powerful tool that allows students at universities that do not specialize in FL training to gain FL virtual communicative competence.
{"title":"Virtual Linguistic Personas and Foreign Language Teaching in Higher Education","authors":"T. Popova, T. Nenasheva","doi":"10.1080/10609393.2017.1353851","DOIUrl":"https://doi.org/10.1080/10609393.2017.1353851","url":null,"abstract":"Many Russian institutions of higher education support the introduction of information technologies, and they actively use them in the educational process. In teaching foreign languages (FLs) at university, the transition to the new instructional model implies the need to actively deploy innovative concepts and practices aimed at ensuring that students achieve the maximum level of English language proficiency as specified by international and Russian standards. The authors of the article investigate the problem of the linguistic persona [yazykovaya lichnost’] and the language system as well as the impact that linguistic personas have on the acquisition of the FL. The linguistic persona is an integrative concept with heterogeneous and interrelated components. The article describes a virtual linguistic persona that is viewed as a new type of linguistic persona. It is characterized by a set of specific features, including special values, a changed attitude toward time and space, a high degree of focus on virtual activity, and special communication goals. The authors of the article come to the conclusion that the use of a foreign-language Internet environment for FL learning in both self-study and classroom contexts provides a powerful tool that allows students at universities that do not specialize in FL training to gain FL virtual communicative competence.","PeriodicalId":53668,"journal":{"name":"Russian Education and Society","volume":"58 1","pages":"828 - 840"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10609393.2017.1353851","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59739734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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