Education In Russia Research Articles

Theoretical-experimental research in Russian education: the Zankovian System

Theoretical-experimental research in Russian education: the Zankovian System

Analysis of the capacity of industry-specific education in Russia and the potential for competitive scaling of digital education provider's sales to foreign markets

Subject. This article analyzes the capacity of industry-specific online education in the field of transport and logistics and the potential for scaling sales to foreign markets. Objectives. The article aims to analyze the capacity of industry-specific online education in the field of transport and logistics and the potential for scaling sales to foreign markets in Asia and the Middle East. Methods. For the study, we used the general scientific research methods. Results. The article presents the results of an analysis of the capacity of industry-specific online education in the field of transport and logistics, the numerical assessment of which helped calculate potential sales within the framework of relevant assumptions and hypotheses, as well as the potential for scaling sales to foreign markets in Asia and the Middle East, taking into account the unit economics and restrictions on the profitability of sales of an educational provider in new locations.

Towards a scientific interpretation of the social effectiveness of education

The article substantiates the problem of the social effectiveness of education as the main scientific and practical product and, at the same time, as the area of theoretical integration of the sociology of education. Its solution is a prerequisite for overcoming bureau-pathologies and the transition from universal and bureaucratic management to scientific management of education. The approach to the social effectiveness of education is disclosed on the basis of the concept of its institutional functions, as the ratio of socially significant results to the total costs (including intangible) of education. The interpretation of this problem involves: determining the methodological role of sociology in solving this theoretical and applied problem; taking into account the entire spectrum of institutional functions (impact on all spheres of society, delay in results in time; irreducibility to a market service or pedo-centric and "competence" schemes); interdisciplinary interaction for the conceptualisation of social costs and results. The absence of the concept of "social effectiveness of education" in the current legislation of the Russian Federation creates a normative space for bureaupathologies in educational policy. Bureaucrats replace the public efficiency of education – a multi-component criterion of management quality – with project management that is advantageous to them. They ignore the extensive responsibility of education in society, breaking up its management into short projects, and in this the bureaucrats´ actions merge with neoliberal “modernisations” and pedo-centric “reforms”, leading education to a crisis, waste of state resources, and lagging behind in global competition. The author comes to the conclusion that in order to solve the problem of efficiency, a methodology for analysing public costs and results of education within the framework of its institutional functions is necessary. Successful development of the concept of public efficiency will ensure the accelerated development of the sociology of education in Russia against the background of global trends of shallow topics and theoretical disintegration of this branch of science. The latter, in the author's opinion, fully meets the priorities of Russian society, education and science.

Ретроспективный анализ научных взглядов о государственно-общественном управлении образованием на материале eLibrary.ru

Introduction. Since 2000 up. to the present time, there has been an increase in scientific and applied public interest in the role of state and public education management (SPEM). This period is associated with a change in scientific, pedagogical and management ideas in SPEM, which allows for a retrospective analysis of scientific views on the problem, based on publications in the Russian scientific electronic library eLibrary.ru for the specified period. The purpose is to study and summarize scientific views on the state and public management of the education system in our country for the period 2000-2024 to determine further littlestudied directions for the development of state educational institutions. Materials and methods. Using a retrospective analysis of publications from the Russian scientific electronic library eLibrary.ru, recognizing and describing the stages of publication activity of Russian researchers on the problems of state-public education management, which are associated with the stages of development and implementation of the SPEM reform, are named. Based on a comparative analysis, the theoretical foundations of the organization of SPEM in the Russian Federation, general and specific approaches to the practical organization of SPEM at the regional and national level, and modern views on the topic were identified. Results. Systematization of information made it possible to identify the current state of knowledge of the problem, and to determine possible directions for further research of SPEM in the Russian education system. A three-stage periodization of scientific research into the SPEM model in Russia is proposed. Conclusions are drawn about the validity of the proposed periodization, and the problems of implementing state-public educational management at the present stage, little studied in the scientific literature are noted. Among the problems of implementing state education educational institutions that have been little studied in the scientific literature at the present stage, the following are noted: modern forms of management of an educational organization in the conditions of state education educational institutions, the potential of state educational institutions for the civil and patriotic education of students, features of the development of the digital educational space of school self-government in the state education educational institution system, mentoring technologies in working with schoolchildren in conditions of state and public school management.

THE HISTORY OF THE FORMATION OF THE HIGHER EDUCATION SYSTEM IN MODERN RUSSIA UNTIL 2016

This article is devoted to the analysis of the key stages of the development of higher education in Russia after the collapse of the USSR. The paper examines the factors that influenced the transformation of the system, from political and economic changes to social and cultural influences. The author examines the main reforms of higher education carried out in the 90s and in the 2000s, with an emphasis on their impact on the structure, content and financing of educational programs. The article analyzes the changes in the role of the state and the private sector in education, as well as the impact of globalization and international standards. Special attention is paid to the processes that have influenced the availability of higher education, the quality of training of specialists and their demand in the labor market. The article highlights the main problems faced by the higher education system in Russia during this period and analyzes the prospects for its further development.

Imitation games. Review of the book “Ethnography of Bogus. Who and How Writes Custom Academic Papers in Russia” by A. Davydov and P. Abramov

The reviewed book is based on field research supported by the Khamovniki Foundation for Social Research. The unique nature of the material is emphasized, since this type of activity cannot be viewed externally, representing illegal practices in Russian higher education. The review briefly outlines the main sections of the monograph. A social portrait of authors of commissioned works is described in detail (in the terminology proposed by Aleksandr Davydov and Pavel Abramov – scriptors, i.e. literally the creators of text arrays). Methods identified by the authors for searching customers and the rules for interacting with them are presented. The basic approach of the authors is discussed. They consider imitation practices, including the presence of custom-made works, as a reflection of the shortcomings of higher education in Russia. The review concludes that the approach proposed by the authors certainly deserves public discussion. At the same time, the reviewer expresses confidence that the practices under study are not widespread; the atmosphere existing at a university plays a big role, especially informal internal rules of behavior of students and professors, the level of teaching staff, etc.

Professional self-determination in the conditions of studying for a master's degree

Introduction. The article is devoted to one of the most urgent problems of modern education – the professional self-determination of undergraduates in the process of university education. The article provides a historical and pedagogical analysis of the state and development of the problem of professional self-determination in Russia from the 20s of the last century to the present. In the context of the formation of a new system of higher pedagogical education in Russia, the authors attempt to consider the professional self-determination of future masters as the need for their effective professional training. Materials and Methods. As research methods, the method of analysis and systematization of psychological and pedagogical theoretical and experimental and scientific and methodological studies of domestic scientists on the problem of professional development of a future specialist in the conditions of modern domestic higher education system was used. When describing the specifics of the professional training of undergraduates, the emphasis is placed on the use of methods of systematization and generalization of psychological and pedagogical research and regulatory documents. Results. Considering the professional self-determination of future specialists as the need for their professional training, based on the analysis of philosophical and psychological and pedagogical research, the authors clarified and specified the key categories of research: "self-determination", "professional self-determination", "readiness for self-determination". The article reveals the features of modern learning youth at different levels of professional self-determination. The types of self-determination (professional, social, personal, family, life, religious, etc.) are identified. Such important aspects of vocational training as: changes in the content of vocational training of a university student, the influence of socio-cultural factors on the professional training of future specialists, the formation of competencies and competence, the psychological component of vocational training in the educational environment of the university are revealed. Discussion and Conclusions. The problem of professional self-determination of undergraduates at the present stage of development of society and the creation of a new system of Russian pedagogical education in the context of globalization and digitalization is significantly updated and requires the search for new forms and methods of professional training of specialists.

Forecasting staffing needs in general education: HR-practices and staffing planning model for metropolitan schools

Introduction. The development of human capital is crucial for preparing an effective response of the Russian society to the great challenges related to ensuring sustainable economic growth, development and implementation of new promising technologies, increasing labour productivity, and improving the quality of life of citizens. The key role here is played by the state of the education sector, on which the population's mastering of competences, knowledge and skills demanded by the economy and the labour market directly depends. Ensuring the training of highly qualified specialists considering the changing staffing needs of society and trends in the development of the digital economy refers to the urgent problem of management and forecasting of staffing in the Russian education system. Materials and Methods. The methodological basis of the study was formed by reports of international organizations, national agencies in the field of education, reports of working groups, as well as domestic and foreign studies in the field of forecasting the staffing status; official web pages of federal and regional executive authorities that carry out management and control in the field of education; websites of educational organizations of general and higher education; information from open data sources. Qualitative analysis of data using general scientific methods of cognition was carried out on the obtained set of data. Results. The analysed solutions have limitations that make it difficult to directly transfer them to the staff forecasting model for Moscow schools. They do not consider the peculiarities of Moscow education, for example, the directions of the Moscow education development strategy, specifics of the nomenclature of positions and certification of managerial staff, city projects of pre-professional education, optimization of administrative staff, etc. When creating a staff forecasting service for Moscow schools, it is necessary to consider the advantages of platform solutions that provide an integrated interdisciplinary approach using large amounts of data. At the same time, the forecast should consider the peculiarities of the Moscow education system that can affect the staff composition of schools. Discussion and Conclusions. Based on the analysis, a model solution for forecasting the staffing status of educational organizations in the metropolitan education system has been developed, including methodological approaches to evaluation; directions for assessing the dynamics of changes in the staffing status of schools; the structure of the staffing composition of Moscow schools; the structure of primary data; and a set of indicators.

Improving foreign language reading technique using neural text-to-speech technology

Introduction. The intensification and technical development of the country, the COVID-19 pandemic and the post-crisis phase have led to the active integration of digital resources into the educational process, which has led to a new stage of development of the modern Russian education system – its digitalization. At present, new digital technologies, including artificial intelligence technologies, are being developed and introduced into the teaching of foreign languages. This article considers the use of text-to-speech technology functioning via neural networks to improve the reading technique in English and German of students of linguistic and non-linguistic specialties. Reading skills in a foreign language can be improved with the help of Natural Reader and TTSFree speech synthesizers, which students can use on their own. Due to application of the new FES HVE (Federal Educational Standards of Higher Vocational Education) of 2018 the volume of classroom work with students has decreased and the volume of independent work of students and students number in educational groups have increased, according to this matter the practical use of speech synthesizers in a foreign language classes seems relevant and important. Materials and Methods. Conducting an experiment to determine the effectiveness of the use of Natural Reader and TTSFree speech synthesizers to improve reading skills of linguistic and non-linguistic specialties students, calculating the number of phonetic errors when reading a foreign text before and after using of the voice generator, summarizing and interpreting the results obtained. Results. The list of publications studied in the process of scientific research makes 40 Russian and foreign works. These materials allowed to study the application of TTS technology with the use of neural networks, as well as Natural Reader and TTSFree speech synthesizers in foreign language classes at the university, which allowed to prove in practice the effectiveness of the analyzed services to improve the reading technique in English and German. Discussion and Conclusions. On the basis of theoretical research of scientific sources, as well as studying the experience of practical application of speech synthesizers Natural Reader and TTSFree, the conclusion about the great didactic potential of TTS technology is formulated. Possible applications of speech synthesis include the creation of an authentic language environment, the automation of reading, listening and speaking skills, as well as the self-control of students with their written language, voiced by TTS technology.

Проблемы подготовки педагогических кадров в предметной области «Искусство» в свете реализации Концепции художественного образования в Российской Федерации

Introduction. In 2001, the Concept of Art Education appeared in Russia. To understand the real situation of general education in the subject area of “Art”, it is necessary to analyze state documents and pedagogical practice for their compliance. Theoretical analysis. The historically established system of art education in Russia has a complex multi-stage structure. A special place in it is occupied by the direction of training teachers in the subject area “Art” for comprehensive schools. Empirical analysis. A comparison of the current situation of training students in the field of “Pedagogical education” (profile “Music”) and the problems identified in the Concept of teaching the subject “Art” leads to the understanding of the dependence of solving some problems on the set of competencies of young professionals going to work in educational organizations. Today, there is an objective contradiction between traditional forms and methods of teaching art and the attitude to it of the younger generation, who grew up in a digital environment. Consequently, training for teaching art at school, based solely on tradition, is not very effective. Conclusion. It is necessary to develop a new concept of professional training of teachers for the subject area “Art”, taking into account the realities of modernity.

Ценностно-смысловые характеристики тьюторской позиции педагога

The relevance of the research is due to the trends developing in the Russian education that are connected with updating the approaches and principles of the pedagogical activity based on tutorship ideas. The formation of a new pedagogical profession of a tutor in mass educational practice has objectified the problems associated with a unified understanding of the key categories of tutoring by the pedagogical community. These categories determine the essence and peculiarities of professional tutoring. The purpose of the study is to identify the axiological characteristics of the teacher with a tutor’s viewpoint, revealing the specifics of the tutor’s interaction with students and distinguishing the profession of a tutor among other pedagogical professions. The following methods (tools) were used: the review of psychological and pedagogical literature, content analysis, comparison, juxtaposition, generalization, schematization and systematization of the materials on the problem under analysis. The research methodological basis is built on scientific works considering the categories ‘viewpoint’ and ‘professional viewpoint’, studying the essence and peculiarities of the teacher’s tutoring viewpoint. Results: the concept of the ‘viewpoint’ is defined as a system of opinions, principles, and a person’s attitudes to certain aspects of reality, manifested in their behavior and actions. One of the significant aspects of a person’s position is their professional views, which determine the trajectories of life and the professional path. The comparative analysis of researchers’ views on the professional viewpoint in the aspect of one’s pedagogical activity has made it possible to identify the correlation between the pedagogical viewpoint and the level of one’s professional development. The teacher’s viewpoint based on the ideas of tutorship is considered as a specific culture of the pedagogical activity grounded on the ideas of anthropologization and individualization of education. The author proposes the understanding of such categories as ‘a teacher as a tutor’, ‘a teacher with a viewpoint of a tutor’, ‘a teacher with the tutor competence’. On this basis the study distinguishes the principal vectors of one’s professional development in the field of tutoring. Main conclusions: the singled out and theoretically substantiated axiological characteristics of the teacher with a tutor’s viewpoint allow it to be identified among other pedagogical positions and roles as well as to determine the place and purpose of the new profession of a tutor in modern education. Practical significance: the results obtained can be used as meaningful and axiological guidelines in the construction of a system of vocational education in the field of tutoring and the development of educational programs for the professional training of tutors.

Развитие системы поддержки одаренных детей в СССР и в России: направления и перспективы

The article examines the work with gifted children in Russia within the context of the historical development of the Russian education system. The aim of the research is to identify the characteristics, directions, and prospects for working with gifted children in Russia within the framework of extensive and intensive development paths. The research involved exploring legislative acts, projects related to working with children, pedagogical papers on the issue of giftedness; methods of analysis and generalization were applied. The scientific novelty of the research lies in predicting possible directions for the development of the Olympiad system, considering its system-forming function. As a result, it can be said that after the collapse of the USSR, the Russian system of additional education has outlined a vector of transition from an extensive to an intensive approach in working with gifted children through regional centers for identifying and supporting such children. At the same time, the system of working with gifted children retains its historical characteristics of an extensive approach in all directions, while the scale of working with gifted children increases: (1) in the Olympiad system, (2) in additional education, and also (3) in the in-depth study of subjects in general education institutions for gifted children. Among the possible directions and prospects are the improvement of the “triangle” of support for gifted children (Olympiads – schools – additional education) in the humanities, for example, by clarifying the status of general education organizations with in-depth study of socio-humanitarian subjects in relation to working with gifted children and realizing the possibilities of a variable nature of the current Olympiad system, which allows children to demonstrate their giftedness in a wide range of activities and academic subjects.

Problems of preserving the position of the Russian language in Georgia within the context of current geopolitical situation

The problem of studying the status of the Russian language in the countries of the post-Soviet space is particularly relevant within the framework of Russia’s language policy aimed at popularizing the Russian language and culture abroad. The article analyzes the status and position of the Russian language in Georgia in the current geopolitical realities: it focuses on the trend of gradual decline in the level of Russian language proficiency among the residents of Georgia, and also considers the aspect of the status of the Russian-speaking Diaspora in the republic, its legal position and the possibility for Russian-speaking citizens of Georgia to receive education in Russian. In addition, the article provides statistical data showing the change in the Russian-speaking population of Georgia since the collapse of the USSR.

Тенденции к унификации педагогического образования в России: подходы и ограничения

Введение. Статья посвящена проблеме педагогического образования в современной России. Тема подготовки российских учителей является одной из самых обсуждаемых на фоне социально-экономических изменений жизни страны, пересмотра структуры уровней и программ высшего образования в целом. Цель. Провести сравнительный анализ подходов к современному педагогическому образованию с учетом положений профессионального стандарта «Педагог (педагогическая деятельность в сфере дошкольного, начального общего, основного общего, среднего общего образования) (воспитатель, учитель)» и ФГОС СПО и ВО по направлению подготовки «Педагогическое образование». Методы. Контент-анализ научной литературы и нормативных документов; сравнительный анализ подходов к организации педагогического образования в Российской Федерации. Результаты. Наблюдается тенденция к унификации педагогического образования при наличии разных подходов к нему на уровне стандартизирующих документов (ФГОС, профстандарты), разнообразия практик и точек зрения ученых. Унификация возможна на уровне принципов и методов организации педагогического образования при различиях, обусловленных двойственностью квалификации учителей-предметников, возрастных и индивидуальных особенностей обучающихся. Научная новизна заключается в характеристике современных тенденций развития педагогического образования в контексте возможности, необходимости и степени его унификации. Практическая значимость. Результаты исследования могут быть использованы при разработке федеральных и региональных программ развития педагогического образования. Introduction. The article is devoted to the issue of pedagogical education in modern Russia. The training of Russian teachers is currently among the most discussed topics amid the socio-economic changes in the country and the revision of the structure of levels and programmes of higher education in general. The aim is to carry out a comparative analysis of approaches to modern pedagogical education, taking into account the provisions of educational and professional standards set by the state. Methods. The study employs content analysis of scientific literature and regulatory documents, along with a comparative analysis of approaches to the organisation of pedagogical education in the Russian Federation. Results. There is a tendency to unify approaches to pedagogical education, despite the existence of different approaches at the level of standardizing documents (Federal State Educational Standard, professional standards), as well as a diversity of practices and perspectives among scholars. Unification is possible at the level of principles and methods of organising pedagogical education, while still accommodating differences arising due to the dual qualifications of subject teachers, as well as the age and individual characteristics of students, including gifted children, students with special educational needs, and those attending general educational organisations of different types and locations. The scientific novelty lies in characterising the modern trends of the organisation of pedagogical education and raising the issue of researching the possibility, necessity, and extent of its unification. Practical significance. The study’s findings are of interest to scholars and practitioners involved in pedagogical education.

Analysis of the Existing Forms and Practices of Interaction between Russian and Chinese Educational Organizations at Different Levels in the Framework of Promoting Education in Russian (the Example of the Siberian Federal District)

Introduction. The research problem is caused by the need to study the features of Russian-Chinese educational cooperation in order to more effectively scale the best practices for the promotion of the Russian language and Russian education in China. The purpose of the article is to analyze the established forms and practices of interaction between Russian and Chinese educational organizations at different levels in the field of teaching Russian as a foreign language and promoting Russian education on the example of the Siberian Federal District. Methodology. A summary review of research on forms of international cooperation in the field of education on the example of certain regions of the Russian Federation and the Peopleʼs Republic of China, an analysis of the official websites of educational organizations in Russia in terms of their participation in the processes of internationalization of education. Results. The authors have compiled a database of Siberian and Chinese partner universities, which has enabled a clear demonstration of the degree of presence of Siberian Federal District universities in the educational space of the Peopleʼs Republic of China. Additionally, the article analyses the formats of cooperation between the two countries: educational network programs, academic mobility, preparation of students for admission to Russian universities, summer and winter schools, centers for open education in Russian and Russian language teaching, scientific and technical relations and joint research projects. Conclusions. The analysis has revealed that, despite the existence of a large number of bilateral agreements between educational organizations, interaction is uneven (both in terms of territorial distribution and from a substantive point of view). Furthermore, it would appear that not all Russian universities in the Siberian Federal District are as active as they could be in carrying out international cooperation with Chinese educational organizations.

“If Something Glorious is Desired”: the Establishment of the Academy of Sciences in the Context of the Institutionalization of Political Education in Russia in the First Quarter of the 18th Century

“If Something Glorious is Desired”: the Establishment of the Academy of Sciences in the Context of the Institutionalization of Political Education in Russia in the First Quarter of the 18th Century

A. M. von-Wilken – the first director of the Vyatka Teachers' Institute

Introduction. Russian education at all stages of its development has always relied on the dedicated efforts of numerous educators: teachers, organizers of public schools and other educational institutions, as well as textbook authors. One of these workers of enlightenment was a prominent figure in Russian education in the first third of the twentieth century Alexander Modestovich von Wilken (1874-1934). The example of his life and practical pedagogical activity represent an enduring value over the years and a kind of example for modern teachers. Materials and methods. The author uses as research methods: analysis of historical and pedagogical, local history and memoir literature, biographical and historical methods, axiological (value) approach to the study of historical and pedagogical material. Results. The need to open a teachers' institute in the provincial town of Vyatka at the beginning of the XX century was explained by the lack of an educational institution for the training of teachers in this region. The tireless, selfless work of the first director of the Institute von Wilken contributed to the emergence of the first qualified specialists in the field of primary school education, served as an incentive for the development of general and special education in the Vyatka province. Despite the difficulties of wartime and the accompanying shortage of funds and equipment, the Vyatka Teachers' Institute, headed by von Wilken, coped with tasks assigned to it; in addition to the graduation of teachers, the Institute became the center of education in the region. The teaching staff of the Institute included the best teachers of the time. Director was forced to leave it in 1917, and his further fruitful educational and organizational work was carried out in Kazan. His activity has received recognition, which was evidenced by the assignment of the title "Hero of Labor" to him. Conclusion. The activity of von Wilken has left a bright mark in the history of Russian education. He went down in the history of Vyatka province as one of the most outstanding representatives of local education. The history of his life and work, as well as the history of the Vyatka Teachers' Institute deserves further comprehensive study

Политэкономическая оценка продвижения системы образования в России в условиях становления цифровой экономики

The article reviews a political-economic analysis of the growing dynamics of the education system in Russia, using the example of higher education in the creative solutions of the digital economy. The author examines the economics of education from the political economy view. The evolution of targets in higher education is presented. When comparing definitions of higher education targets, they provide two mutually related, but competing functions of higher school: the role of higher education in the teaching workforce for all economic sectors and the general intellectual growing of a creative, socialized personality. The nature of economic interests in the higher education system is determined. Market economy and democratic society principles imply models of competitive harmony in economic interests of higher education. The educational product is analyzed from the principle of diglossia as a public and private benefit. In the near future, a combination of fee and free higher education in Russia is inevitable. However, the share of fee-paying educational services of universities will dramatically increase. The analysis confirms academic steps to create a scientific product in the digital economy. Competition of universities in the market of scientific products for receiving profitable contracts with firms and corporations stimulates universities to increase their rankings. The conclusion shows the inconsistency of the dynamics of the development of the education system of Russia in the digital economy. An important contradiction is in the prevalence of political decisions free from long-term socio-economic consequences.

Development of the Russian Education System in the first quarter of the XIX century. The Main Provisions of the Charter of 1804

Development of the Russian Education System in the first quarter of the XIX century. The Main Provisions of the Charter of 1804

Development of Legal Education in Russia in the 1930s

Development of Legal Education in Russia in the 1930s