Abstract
Unlike in developed countries, there are few indicators in the Russian education statistics concerning youth educational tracks between its successive levels, from the basic to the higher one. Since 2014, the Ministry of Education and Science of Russia has published raw statistical data, inaccessible to readers as they are, on its website. The author has calculated and analyzed a number of relevant indicators from this and other sources. The evaluation is focused on the 2000-2017 changes in the enrollment in Basic and Secondary Schools and subsequent distribution of students across educational tracks; enrollment in Secondary Vocational Education (mid-level specialist and skilled worker programs), distribution of students across modes of study and educational attainment at admission; enrollment in Higher Education Institutions across modes of study, types of Higher Education Institutions ownership and educational attainment at admission to full-time and extramural classes. The data on the number of relevant age cohorts inform the analysis.
Highlights
Different countries and regions vary in their strategies of developing education and training systems and offering youth a wide range of post-school studies, from skilled-worker programs to university education
Such information is used in discussions in Russia concerning the growing disparity between the actual demand in the labor market for a set of skills and their supply, which many tend to attribute to the disproportion between Higher and Secondary Vocational Education
Graphs illustrating the number of graduates generally replicate those of the conventional 15-year-old cohort
Summary
Different countries and regions vary in their strategies of developing education and training systems and offering youth a wide range of post-school studies, from skilled-worker programs to university education. The statistical data on the educational tracks of young people between educational levels and modes of study inform basic and applied research concerning, in particular, their subdivision into those pursuing their studies at different levels, dropouts and labor market entrants. These data appear in ongoing discussions about the most important problems in Higher Education pertaining to its massovization, quality of education, differentiation of educational institutions, education policies, accessibility and inequality problems. Such information is used in discussions in Russia concerning the growing disparity between the actual demand in the labor market for a set of skills and their supply, which many tend to attribute to the disproportion between Higher and Secondary Vocational Education
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