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As a practice and empirical observations show, the educational activity of economic agents forms a whole set of prospects for their development. It is due to stable positive or, on the contrary, negative expectations of prospective counterparts that interact with the economic agents, of the possibilities of their development in both the conjuncture and the institutional directions. In this regard, education is very important, and its study is becoming widespread in the research field. Meanwhile, it should be noted that the studies of the question posed in the space of scientific work and research mainly concentrate on the micro-level. That is, the vast majority of works are devoted to the study of the education of firms as one of the most important "representatives" of economic agents. At the same time, the study of educational capital and its influence on the development of regional/national economic systems is unfairly deprived of attention. It is necessary to state that in recent years, the attention of scientists began to focus more and more on the issues set earlier. However, the theory of the territories' educational economy has not yet received development and attention. This largely restrains the research paradigm based on the study of intangible factors of production in the system of socio-economic development of regions or national economic systems in general. In this regard, and to level this gap, the time course of the reputation capital index for the Republic of Tatarstan and the main components determining its level are built in this paper based on the developed methodological approaches to a formalized assessment of the reputation of a territory. This allowed us to assess the reputation impact on the investment activity of a region using the methods of econometric modelling. In particular, being guided by the principles and tools of regression analysis, as well as relying on the method of dummy variables, a high level of interconnection between the studied parameters was established by the authors due to the significant level of elasticity between the analyzed series found.

Copyright of Higher Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper investigates the influences of globalisation on Russian higher education in accounting. Drawing on interviews with academic staff and secondary data sources, the paper discusses the tensions between local and global influences in higher education. The paper argues that globalisation has an ideological impact on accounting educators in Russia and shapes the accounting education discourse. Global discourse is seen as exclusionary, value-laden, capitalistic, imperialistic and marketing-focused. These changes result in the marketisation of Russian universities and may eventually lead to decreased educational quality and value of the academic profession. [ABSTRACT FROM AUTHOR]

Background: Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross‐country longitudinal studies of NL accuracy over the whole course of elementary school. Aims: This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries—Russia and Kyrgyzstan. Sample(s): The analyses were carried out on the data collected from the sample of 508 schoolchildren at Grades 1, 2, 3 and 4 (aged 6.4–11.9 years) from Russia and Kyrgyzstan, who were surveyed as part of the 'Cross‐cultural Longitudinal Analysis of Student Success' project. Methods: The participants were administered the 'Number Line' computerized test task and a paper‐and‐pencil 'Standard Progressive Matrices' test at the end of each academic year. Results: During the course of the elementary school education, NL accuracy increases nonlinearly in both samples from Grade 1 to Grade 4, with a pronounced increase in the rate of improvement from the first to the second year. Cross‐country differences in NL accuracy were observed during each year of schooling as well as in the growth of NL accuracy. The development of NL accuracy is described by a model with two developmental types: (1) 'high start and growth' (93% of the pooled sample) and (2) 'low start and no growth' (7%). Conclusions: Both NL accuracy and the rate of its growth during elementary school depend on educational conditions. Cross‐country differences in the distribution of schoolchildren by these two developmental types were statistically insignificant. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the relationships between education and competencies from a comparative view, while controlling for background characteristics (e.g. parental education), home features (e.g. income) and country fixed effect. Design/methodology/approach: This paper utilises an international data sets of 12 Belt and Road (B&R) countries participating in the PIAAC survey. Data are examined using regression models with "REPSET" Stata code. The focus on B&R countries is interesting as this recent economic and strategic development alliance might transform the contemporary global balance of power. Therefore, examining its educational development is important. Findings: Findings reveal the higher the level of education, the higher the competency level in numeracy and literacy. Age was found to be negatively related to competencies, and gender was found to be dually significant. Among the examined B&R countries, Slovenia, Russia and Israel contribute the most to the numeracy, literacy and problem solving competencies (respectively) compared with other countries. The findings might contribute to the design of education for development policies aimed at increasing the level of state competitiveness while accounting for social cohesiveness. Originality/value: The paper provides a comparative study into educational development of the B&R alliance, and therefore offers an insight of the developmental cooperation as it emerges. The focus on the B&R initiative is important as it is a strategic development alliance which might transform the contemporary global balance of power. Therefore, the examination of the above-mentioned relationships with the focus on B&R countries might advance the strategic design of this cooperation. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to analyze the current problems and the main perspectives of the development of state regulation of the Russian system of higher education in the context of the provision of Russia's national security.Design/methodology/approach The research of formation of the system of national security in Russia and the problems of the development of education is based on the methods of Russian and foreign Institutionalists (D. North, S.G. Kirdina, R.M. Nureev, Y.V. Latov, etc.). The research is also based on the theory of inequality in the system of education (D.L. Konstantinovsky), the idea of cultural aspects of social inequality (Pierre Bourdieu) and the theory that connects the problem of the development of the educational system with the system of national security and social inequalities (A.V. Vereshchagina, S.I. Samygina, etc.).Findings The modern state and perspectives of state regulation of higher education in the modern Russian conditions are analyzed in this paper. A complex analysis of risks of the modern state of Russia's educational system is performed, and educational inequality as a risk to national security is studied in this paper. Perspectives of state regulation of higher education in view of the national model of socio-economic activities and principles of national security are viewed in this paper. The main directions of improving the educational system in the context of the provision of national security of the state are given in this paper.Research limitations/implications The results of the research could be used for correcting the main directions of Russia's socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of the formation of the system of Russia's national security.Practical implications The results of the research could be used for correcting the main directions of Russia's socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of formation of the system of Russia's national security.Social implications The ideas of the research could stimulate the reconsideration and harmonization of perspectives of the development of social policy of the state, which includes the interaction of the development of higher education and system of national security.Originality/value Originality of this paper consists in setting the problem of the implementation of social senses of the development of state policy in the sphere of higher education into the discourse of theoretical and practical consideration of the problems of national security. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

EU-Russia higher education cooperation has continued despite global tensions including Crimea incorporation. One example of this cooperation is the development of Finnish-Russian double degree programmes. This paper focuses on institutional environments where double degrees develop and asks how and why they produce uncertainty from inside Finnish and Russian universities in the period of this unfavourable political situation. The matryoshka model is applied to understand the institutional environment of a university and the institutions around it. The institutional nature of a double degree is determined by comparative analysis of how internal university stakeholders in Finland and Russia perceive a programme’s benchmarks. The study is based on the analysis of interviews conducted in partner universities. This paper discusses how perceptions of double degrees influence uncertainty in programme provision within and between institutional environments in Finnish and Russian universities. In addition, the level of institutionalisation of the double degrees may be evaluated. [ABSTRACT FROM AUTHOR]

The paper analyzes the evolution of the instruction theory in Russia in the postmodern (contemporary) period, a historical context during which the curriculum paradigm is affirmed. Amongst the pedagogues with contributions at the level of general didactics, we chose the studies of four representative authors: I.K. Babansky, I.Ia.Lerner, V.V.Kraevsky, and M.N.Skatkin. In the analysis of their books, we followed the same coordinates: the axiomatic foundations / basic concepts that define the epistemological status of the general theory of instruction (which supports the foundations of pedagogy), their specific object of study, their specific normativity and their specific research methodology. The Russian pedagogy is concerned with the epistemic specificity of pedagogy as a specialized science in the study of education, and these concepts, which are found in general theories of the field, the general theory of education, the theory and methodology of instruction, the theory and methodology of the curriculum demonstrate its scientificity. The epistemological perspective of I.K. Babansky allows for the highlighting of the object of study and the specific norm. The object of study focuses on the interdependence between the actions of teaching, learning and evaluation. The curricular vision on the structure of the educational process concerns the relations between the component elements, both at the level of didactic actions and of the main links of the educational process (objectives, content, instruction methodology, didactic teacher -- pupil interaction, evaluation). The normativity ensures the ordering of instruction by laws and principles of education. The epistemological foundations of didactics are fixed by I.Ia. Lerner at the level of links between goals -- types of contents -- methodology -- teaching -- learning and assessment methods, perfectible by involving the teacher's creativity (especially in the area of methods). The taxonomy of the methods, proposed by the pedagogue, combines the general purpose with the resource underlying the action of the method. The efficiency of the method depends upon the ability to achieve the optimal interdependence between the creativity of the teacher and the pupil, through self-learning methods in the classroom. The didactics of M.I. Skatkin proposes a global approach, building an ideal model of a concentric curricular circuit, starting from the social practice and its needs to the new level of instruction. M.I. Skatkin analyzes, from the perspective of historical pedagogy, the specific object of study of didactics (studied through fundamental concepts) and the normativity of the didactics (studied through the principles and laws of the educational process, the laws of instruction). V.V. Kraevsky proposes to overcome the problems of pedagogy through a research methodology that takes into account the unity between the theory and practice of education, such a methodology can ensure the unity of pedagogy. The table at the end is a synthesis of the paper, demonstrating the epistemological maturity of the analyzed texts, epistemically essentialized by the capitalizing on the fundamental concepts. [ABSTRACT FROM AUTHOR]

This paper is a response to the author’s 2009 article “Reflections on Activity Theory”. It begins by briefly outlining the themes and aims of that article, and considering developments in the theory and practice of activity theory that have occurred since its publication. Thereafter, the paper embarks on a philosophical exploration of ideas central to the activity approach, including the concept of activity itself, in a way that aspires to bring the insights of its Russian originators into dialogue with recent developments in the philosophy of action. The paper argues that understanding how intentional human action is self-conscious action is essential to understanding the character of the human life form (or human life-activity) in its socio-historical reality. With both Marx and Ilyenkov in mind, the paper examines and refines Leontiev’s distinction between action and activity, arguing that some activities have ends that are infinite (that is, ends that are not exhausted by their realisation) and internal (that is, intelligible only to those immersed in the activity itself). Educating and philosophising, it is argued, are, in the ideal, such activities. [ABSTRACT FROM PUBLISHER]

The present paper is a case study of how the commodification of the Russian language has transformed a market in New Delhi, India, inaugurated in 1969 and known as Yashwant Place. Over the years, the market slowly assumed a new identity, referred to as Yashka not only by Russian visitors but also tourists from countries of the former Soviet Union, symbolizing the status it has acquired as a largely Russian (-speaking) place of trade. With the help of ethnographic fieldwork that includes participant observations and interviews, this paper traces the histories of four shops in the market that mainly cater to Russian speakers, examining both how Russian emerged as a language that provides an added value and at the same time ask, which Russian is actually commodified by whom and in which ways. In addressing the histories of the shops, the personal trajectories of salespersons and their motivations to acquire a form of Russian, this paper aims to show the particular conditions and processes that characterize the commodification of languages within specific spaces for limited audiences. This will provide insights into the characteristics of a locally confined ‘Yashka-pidgin' language that emerged as a result of commodification efforts by local entrepreneurs. [ABSTRACT FROM AUTHOR]

This paper scrutinizes the asymmetric impact of education and education expenditure on clean energy consumption and CO2 emissions in the BRICS economies using annual data for the period 1991–2019. The analysis employs a nonlinear autoregressive distributed lag (ARDL) framework. Findings unfold that a positive change in education contributes to increasing clean energy consumption in Brazil, Russia, India, and China. This finding implies that a negative change in education contributes to reducing clean energy consumption in Brazil, Russia, and India in the long run. Nonetheless, a positive change in education expenditure increased the clean energy consumption in Brazil, Russia, and India, while it has decreased in South Africa. On the dark side, a negative change in education expenditure degrades clean energy consumption in India, China, and South Africa in the long run. The asymmetric empirical results of CO2 emissions are mixed, economy-specific, and vary across group countries in the long run. We find that the education and education expenditure has long-run asymmetric effects in BRICS industries. Thus empirical findings give us robust policy implications for BRICS economies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The purpose of this paper is to study the specifics of state management in the sphere of reproduction of the socio-professional structure of society. Design/methodology/approach: This paper is based on the provisions of neo-Marxism; structural and functional approach, ideas of the concept of constructing the cultural senses, neo-institutional approach, theory of institutional matrices. The paper uses the provisions of the theory of "path-dependence," in which the effect of institutional inertia of society and its influence on the management institutes are studied. During the research of the specifics of the Russian model of state management of the process of formation and development of professional and qualification potential of the country, the provisions of the concept of power-property are taken into account. Findings: The authors note that ineffectiveness of state management in the sphere of formation and development of professional and qualification potential of the Russian society is predetermined by historically established institutes of management and organization of life, which are peculiar for authoritarianism, bureaucracy, principles of redistributive economy, domination of the institutes of power-property and underdevelopment of the institutes of the civil society. This problem could be solved by modernizing the national model of state management based on well-balanced interaction of the basic and complementary socio-cultural institutes, which could increase the effectiveness of management of complex social processes. Originality/value: It is substantiated the main principles of the modern state regulation of the sphere of training of professional and qualification personnel should be as follows: strategic approach to management, partnership approach to managing education, investments into human capital, supporting the development of institutes of the civil society, debureaucratization of the system of management and formation of favorable legal and economic environment for development of entrepreneurship. [ABSTRACT FROM AUTHOR]

Purpose: The specific character of language policy is considered in multi-ethnic Russian regions in this paper. The relevance of this paper is because of the fact that language is one of the most important indicators of ethnic identity, and it fulfills a crucial role in the self-preservation of the ethnic community. The purpose of this paper is to determine the status and trends of language policy in multi-ethnic regions as a part of national education. Design/methodology/approach: The authors analyze the historical aspect of language policy with the help of problem and comparative analysis and study the problem of bilingualism in the modern Russian society. Findings: The threat of loss or the ban on land national (mother) language, as well as its infringement form an intolerant consciousness and attitudes in the mass consciousness and behavior of people. It is one of the factors of the deterioration of interethnic interaction and increase of ethnocentric attitudes to counter assimilation and acculturation. Language has communicative, integration, political functions in modern society. It is very important for the preservation of ethnic education. The analysis shows the inconsistency in the language policy whose roots lie in the historical past. Originality/value: It is substantiated that the existence of a variety of peoples, ethnic groups with their own independent languages challenge state government bodies to solve a number of problems associated with ensuring the optimal functioning of Russian and national (mother) languages. It is concerned with the quality of education in the education system and the advisability of using languages in official events and the volume of television and radio programs in national languages, and so on. [ABSTRACT FROM AUTHOR]

Doctoral education has experienced dramatic changes all over the world in the last three decades. Currently, Russia is at the beginning of a doctoral education transformation to structured programs according to needs of knowledge-based economies. This paper aims to identify national-level barriers to PhD completion in Russian doctoral education. The data from the empirical study in highly selective Russian universities that participate in a special government program were employed. About 40% of all doctoral students participated in the Russian Federation study at these universities. The following problems were revealed and discussed in the research: (1) problems of transition to a structured model of doctoral education, (2) diffusion of doctoral education's goals, (3) unpreparedness of Russian universities for the massive expansion of PhD education, (4) ineffective mechanisms of doctoral student selection, (5) a lack of funding and a need for doctoral students to have paid work, (6) excessive dependence on supervisors and (7) insufficient study time and skills for meeting the requirement for publications before the date of defence. Some problems correlate with the global challenges, but some are unique to the Russian institutional context. The relevance of the Russian case to understanding the worldwide transformation of the doctorate is discussed. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to investigate continuing pedagogical education from a new perspective that is especially relevant during the development of an information society.Design/methodology/approach The methodological framework of the study builds on the concept of teacher’s personality establishment in the system of pedagogical education. Main stages of professional development were studied on the basis of educational institutions of the Baikal region. Thus, experiments were conducted at the Pedagogical Institute, Buryat State University Continuing Education Institute, Buryat Republic Institute of Educational Policy and the Buryat Republic Pedagogical College. The study used internship platforms of the above educational institutions.Findings The study shows how the open online pedagogical space, which includes internship and innovative platforms, specialized departments, governing agencies on education, certificate centers, scientific and cultural institutions, higher educational institutions, and schools, reveals the model of continuing pedagogical education in regions.Practical implications Individual forms of advanced training are proposed. Optimal ways to create a competitive environment in the system of professional development were identified by the authors.Originality/value The reformation of the regional system of advanced training and its transition to a new level of quality allows organizing continuing improvement of teachers’ professional competencies effectively. This paper can improve the professional competence of teachers, which will have a positive effect on the educational process and academic performance of students in general. The next stage in the improvement of teachers’ competence can involve an exchange of experience at international conferences and participation in joint international educational programs. [ABSTRACT FROM AUTHOR]

Medical and allied health sciences professionals are increasingly dealing with clients who use cannabis for medical and recreational purposes. Yet, university curricula in many countries do not provide education for students and professionals in medicine and allied health fields including psychology about medical cannabis (MC) use. This study compares the attitudes and beliefs toward medical cannabis among psychology students at universities in Malta and Russia. Data were collected through an online survey for Maltese students and a pen-and-paper survey for Russian students. The present study did not evidence any difference based on gender. However, students who reported personal cannabis use, regardless of country status, were more likely to recommend MC for patient treatment and believe cannabis use does not pose serious physical or mental health risks. Significant differences among the students from Malta and Russia may be attributed to the legal standing of MC in the countries involved. However, a key finding from all students is the dearth of education about cannabis for health-related conditions and the need for curricula based on evidence-based research for informed decision-making. [ABSTRACT FROM AUTHOR]

Copyright of Economic Annals-XXI / Ekonomìčnij Časopis-XXI is the property of Institute of Society Transformation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Russia has rich theoretical and behavioral research traditions in neurolinguistics and neuropsychology, but at the beginning of the twenty-first century contemporary experimental research in these disciplines remained limited, leading to proliferation of non-evidence-based approaches in education, healthcare, and public beliefs. An academic response to this was the establishment of the Center for Language and Brain at the HSE University, Moscow, which focused on experimental psycho- and neurolinguistic research and related evidence-based practices. The Center has grown from a small group of young researchers to a large interdisciplinary unit that conducts cutting-edge research utilizing multi-site settings and novel structural and functional neuroimaging methods. The overarching aim of the Center's research is to promote scientifically grounded treatment of the language-brain relationship in the educational, clinical, and industry settings. Specifically, translational research at the Center is contributing to the advancement of clinical practice in Russia: from providing the first standardized aphasia language test to implementing protocols for intraoperative language mapping in neurosurgery departments across the country. Within research projects, a new generation of scientists is successfully being fostered, while a broader student audience is reached via courses taught by staff of the Center to students of different majors. Notable examples of public outreach programs at the Center are the Annual Summer Neurolinguistics School attracting hundreds of attendees from different countries each year, and community projects focused on raising awareness about aphasia. Together, these efforts aim to increase scientific knowledge in a multi-professional audience. In this paper, we will share our joint experiences in establishing, building, and promoting a neurolinguistics research center in Russia and the impact that this work has had on the broader public. We will delineate specific milestones of this journey and focus on the main pillars that have contributed to our progress: research, clinical work, teaching, and public outreach programs. We hope that this critical appraisal of our experiences can serve simultaneously as an inspiration and a practical guide for other groups developing research, clinical, and educational programs in different neuroscientific disciplines across the globe and aiming to improve the quality of the neuroscientific information available to the public. [ABSTRACT FROM AUTHOR]

The paper deals with the main problems of Russian energy system development that proves necessary to provide educational programs in the field of renewable and alternative energy. In the paper the process of curricula development and defining teaching techniques on the basis of expert opinion evaluation is defined, and the competence model for renewable and alternative energy processing master students is suggested. On the basis of a distributed questionnaire and in-depth interviews, the data for statistical analysis was obtained. On the basis of this data, an optimization of curricula structure was performed, and three models of a structure for optimizing teaching techniques were developed. The suggested educational program structure which was adopted by employers is presented in the paper. The findings include quantitatively estimated importance of systemic thinking and professional skills and knowledge as basic competences of a masters' program graduate; statistically estimated necessity of practice-based learning approach; and optimization models for structuring curricula in renewable and alternative energy processing. These findings allow the establishment of a platform for the development of educational programs. [ABSTRACT FROM AUTHOR]

This paper discusses the weakness of average years of schooling as a measure of human capital stock. We consider the example of Russia with its large-scale tertiary education and extensive student employment. Building on Lant Pritchett's observation (Pritchett, L., 2013), we consider insufficient quality of education and relatively low demand for human capital as potential causes of the "earning while learning" expansion. While the latter is likely to reduce the pace of human capital accumulation, it nevertheless may leave average years of schooling untouched. [ABSTRACT FROM AUTHOR]

The aim of this paper is to study the methodological foundations of the humanities education for international students as an alternative to transhumanist ideology. The paradigmatic approach is used as a factor analysis of students' educational processes. Particular attention is paid to the substantiation of the methodological foundations of the education humanisation on the basis of modern ontologically anthropological and religious‐anthropological achievements of the philosophical field of knowledge. The novelty of the study is due to a discussion of the contradictions caused by all‐round technocratisation and informatisation, the fall of moral standards and the degradation of human behaviour. The practical significance of the study is determined by the need to develop a different pedagogy and model of education for modern students. It was concluded that the value‐oriented pedagogical cocreation is able to direct the learner's self‐development and strengthen it with effective means of self‐change. [ABSTRACT FROM AUTHOR]

Copyright of Higher Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper Advocacy for the history of pedagogy focuses upon three objectives: a) the highlighting of the importance of the pedagogy history as a science of education with an autonomous character, based upon an important type of investigation at the level of fundamental pedagogical research; b) the presentation, in synthetic vision, of the evolution of pedagogy in Russia; c) the identification of the key directions of evolution of pedagogical thinking in Russia in the contemporary period. Among the pedagogies with contributions to the history of pedagogy, we chose the studies of two representative contemporary authors: E.D.Dneprov and B.M.Bim-Bad. The conclusions set the necessary premises to be able to support the main axiomatic foundations of modern pedagogy, in the context of the transition from the pre-modern historical epoch to the modern historical period. [ABSTRACT FROM AUTHOR]

Though policy and legal documents on basic education are in place in Rwanda, the implementation faces hindrances to achieving high quality education. It is within this perspective that the paper aims at exploring these in both urban and rural nine- and twelve-year basic education schools to awaken policy makers for appropriate measures. From a population of 1016, random and purposive sampling techniques led to the sample size of 224 individuals. Respondents include students, teachers, Headteachers/Directors of Studies, local education authorities and other stakeholders of Northern, Eastern provinces and Kigali city. Document analysis, structured questionnaires, interviews and focus group discussions were used to collect data from all categories of research participants. Descriptive statistics and content analysis were used to analyse data. Findings indicate that key local education stakeholders are aware that basic education in Rwanda is a key leading to sustainable development; that there is no quality education in these schools due to difficult school and home conditions. Expansion of various and well managed school funding programs can help to raise the quality of basic education in Rwanda. [ABSTRACT FROM AUTHOR]

Employing the analytical framework of a discourse-driven social change, this paper unpacks the neoliberal concept of ‘educational quality’ in the course of Russian education modernisation reform from 1991 to 2013. Since the early 1990s, the global neoliberal discourse has served as the backbone for post-Soviet educational ideology. Alongside other major reform initiatives, the ‘quality revolution,’ proclaimed by the Russian Government in the early 1990s, signified a rhetoric shift away from the Soviet-era quality control towards a neoliberal quality assurance paradigm. Through fine-grained textual analysis of policy documents and political statements by key educational stakeholders, the analysis unpacks the discursive underbelly of the new quality paradigm, in an attempt to determine whether a paradigmatic transformation has taken place. The paper argues that despite the nominally proclaimed shift towards a quality assurance model of educational governance, the representation of educational stakeholders and responsibilities within the new quality paradigm continues to correspond to the Soviet-era command-and-control authoritarian model. The study challenges the popular claim of a neoliberal turn in Russian education and suggests that a neoconservative authoritarian approach to education governance has been smuggled in under the disguise of ‘quality assurance.’ [ABSTRACT FROM PUBLISHER]

In modern information society, information technology-based learning is becoming more and more popular. Learning via the Internet, that is, distance learning, has great potential. This paper focuses on the psychological and organizational features of distance learning. The psychological characteristics of the subjects of the educational process in the course of distance learning have been determined. Distance learning is the kind of learning in which the interaction of participants in the educational process takes place in a virtual space using information and communication technologies. Risks and problems of psychological readiness of teachers and students for distance learning have been analyzed. The paper emphasizes the difference between distance learning and the traditional form of education. In the course of theoretical analysis, the author considers the distinctive features of distance learning from correspondence learning in detail. The author brings up a question whether a sharp transition from traditional to distance learning can cause a psychological crisis, emotional instability, and entail negative consequences. The components for assessing the effectiveness of distance learning have been given in the paper: material and technical support; psychological climate in the study group; structure and content of educational material; individual achievements of students; teacher qualifications. The relationship between the type of perception and the effectiveness of distance learning is explored, the forms of interaction and presentation of the training content differ. Concrete steps are proposed for holding an event to optimize the distance educational process. The positive aspects of distance learning are pointed out. In the conclusion, specific preventive measures of psychological support for participants in distance learning have been presented. [ABSTRACT FROM AUTHOR]

The topic under research is highly relevant as patriotism is a historical phenomenon, and a central role in patriotic education belongs to learning the historical past of our "big" and "small" Motherlands. Front and foremost for this paper is the determination to ensure the historical succession of generations and promote respectful attitude to the historical and cultural heritage of the peoples of Russia and Dagestan. In connection therewith, the intent of this paper is to instill patriotism in the student youth at the border of two cultures, the Russian and the Dagestanian, and on this foundation to foster their patriotic consciousness, strengthen their sense of inclusion and raise their awareness of the historical and cultural community among the peoples of Russia and Dagestan. The leading approach to examining this topic was a theoretical cognition method allowing for a comprehensive review of the problem under research. This paper reveals the essence and content of the notions patriotism and culture; overviews distinct characteristics of the Russian culture in the late 19th - early 20th centuries; describes ethno-social conditions and unique features of the Republic of Dagestan; examines the ties and the relationships between Russia and Dagestan; shows the impact the Russian culture has had on the culture of the peoples of Dagestan within a new cultural space. [ABSTRACT FROM AUTHOR]

The paper examines historical context and cultural, political, and economic forces affecting attempts to democratize education in post-Soviet Russia. It has been defined that long-standing traditions of autocratic rule have cultivated a mentality of habitual dependence on authority and power, which poses many challenges to a cultural shift toward democratic values. Lacking experience in functional political democracy or cultivation of democracy in civil society, modern Russia remains insular, viewing the democratic West with suspicion and distrust. There have been defined the main impediments to progress in education democratization, such as cuts in state funding, deteriorating working conditions for academic staff, decline in prestige of teaching and higher education, corrupt licensing and accreditation issues, and the discrepancy between market demands and the capacity of the educational system to meet those needs. Attempts to introduce democratic principles often flounder in the wake of traditions of authoritarian rule, stagnation, political hypocrisy and apathy. Despite a simulation of democracy in Russian institutional processes, tight state control of the media and public skepticism of outside sources of information hamper efforts to emulate liberal democratic institutions and practices. It has been outlined that there have been tangible transformations in access to education and independence from rigid state control, but these have come with new challenges of coping with decentralization, insufficient funding, antiquated infrastructure, and the need for modern technology. Corruption and resistance to changes persist, while piecemeal reforms have lacked systematic strategy. It has been substantiated that civicminded, progressive education, sustained by a shift to democratic tendencies in the national culture, is critical to freeing Russia from its totalitarian past. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the ideological, political and social implications of the preference for orientating the public school curriculum in Russia towards Orthodox education. In some regions of the Russian Federation, Orthodox preferences increased by 20% over 4 years, and the indices reflecting enchurchment in the Russian regions are consistently lower than in the Moscow region, especially in rural areas. The confusion of Russian moral and patriotic traditions with Orthodox values and the ideological partnership between the public school authorities and the Orthodox organisations could explain the growth in Orthodox preferences. Although most teachers of the Orthodox curriculum, and most of the parents who choose it for their children, are not practising members of the church, Orthodox education implemented in public schools could result in an outcome opposite to the goals of the Orthodox curriculum. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools. Design/methodology/approach: The Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement. Findings: The final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action. Originality/value: The recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept. [ABSTRACT FROM AUTHOR]

The research aims to study the features of the French and Russian laws of education, to identify the common and distinctive factors in two types of discourse and the concept of human rights of the higher education institution students, as well as to determine the position of the student community of both countries on this issue. The research sample includes academic papers on the topic under study, legislative texts in the field of educational laws of Russia and France, other official data on French and Russian educational systems, and evidence of Russian and French students on their perception of rights within education field. The comparative nature and the selection of particular countries are due to practical purposes as Russian Higher Education Institutions in General and RUDN University in particular has long standing collaboration with their French partners. The methodology integrated inductive, comparative, and generalizing techniques, thematic analysis through manual coding, and distributional analysis with regard to text layout and key semantic concepts verbal representation. The research methodology also included a survey through respondents' written replies to questionnaire and statistical data processing techniques. The findings provide the evidence that there is an undoubted similarity of the educational systems of both countries, the identity of the thematic blocks on human rights recorded in the national educational laws, as well as the correlation with the text of the Declaration of Human Rights. The data also revealed some specifics with regard to both systems and legislation and differences in Russian and French students' perceptions of their rights. The research results can be used as the recommendations to advance Charters of higher educational intuitions in line with legislation and student expectations. The shaped methodology can be applied to enhance studies of discourse on/of human rights concept and its implementation. [ABSTRACT FROM AUTHOR]

Recent studies suggest that the allocation of expenditures in education is important for growth. The state of public education spending in many transition economies highlights the need for an assessment of the nature of education expenditures in these countries. This paper attempts to fill this gap in the literature by estimating the determinants of education expenditures in the Russian Federation. Results from panel data analysis show that revenue and the student-population ratio have a positive impact on education expenditures while the effect of population density is negative. Three regional variables also show significant impact. The income and price elasticity of public education expenditures are estimated to be 0.57 and −0.18, respectively, a result comparable to studies from other countries. The results presented here provide insight into how fiscal institutions and the structure of the political process in Russia may affect the degree of resource allocation in the educational sector during the transition process. JEL classifications: L10, O57. [ABSTRACT FROM AUTHOR]

Even after the 'perestroika' and 'glasnostj' in Russia, and increased communication in the interconnected world, the state of contemporary education there remains relatively unknown to Western scholars. This paper aims to ameliorate this problem by examining some of the signs comprising the system of education in Russia against the problematic of the historically American pursuit of happiness. While formal education in the West explicitly focuses on academic disciplines, in Russia there always existed an element of 'bringing up' as a sign of the value-dimension infusing, sometimes implicitly, both formal and informal (or cultural) education. The paper intends to demonstrate the ubiquity and the importance of the edusemiotic conception of values-education irreducible to inculcation but oriented to self-formation embedded in human experience. An edusemiotic perspective problematizes the aims of education and emphasizes learning from experience, dialogue, coordination, meaning, and values. Values 'reside' in lived experience, and edusemiotics surpasses education reduced to teaching of brute facts. The paper also critically examines education as socialization via social media and affirms spiritual education in contrast to persistent secularization. [ABSTRACT FROM AUTHOR]

The paper addresses the identified gap existing in the contemporary scholarship by providing a case study of a public organization's involvement in addressing pressing issues in the field of informatization of education. First of all, on the basis of the literature review conducted by us, we identify a total of three key areas of informatization of education: (1) intensive development of digital information technology in education; (2) scientific understanding and forecasting of informatization of education; (3) introduction of achievements made in science and technology into the practice of the educational process. Within the case, we briefly outline the key steps in the development of informatization of education in the Soviet Union and the Russian Federation. Then we gradually review the key activities conducted by the Academy of Informatization of Education in different regions, additionally focusing on its leading regional branch. A detailed review allows us to develop a clear understanding of the main direction of informatization of education in Russia, as well as the role played by a public organization in these processes. Also, we emphasize the role of entrepreneurial activities of public organizations to sustain themselves, as well as the need to apply for grant support. Within the three key directions of informatization of education outlined above on the basis of the literature review conducted by us, we also review social projects conducted by public organizations in Russia, particularly those which received financial support from the largest Russian Presidential Grants Fund. Such an analysis allows us (a) to trace federal priorities in providing financial support for public organizations working in the field of informatization of education, as well as (b) to analyze a regional dispersion of the projects supported, including their variety and scope. The research conducted clearly shows that public organizations mainly cover only two key directions, but they almost completely ignore the third demanding direction -- "scientific understanding and forecasting of processes in informatization of education." [ABSTRACT FROM AUTHOR]

A recent development in English teaching in Russia is the emergence of private online language-tutoring schools, which offer one-on-one lessons by means of audio/videoconferencing. It remains unclear: (1) how these new providers of educational services are presenting themselves to the potential learners; (2) what ideology they tend to drawn on and (3) whether there is sufficient similarity to conceptualise these websites as exemplars of the same genre. This paper employs the tools of critical discourse analysis (CDA), Genre Theory and Appraisal within the Systemic Functional Linguistics to study the language of 17 websites of private online language schools. The study aims to investigate whether the websites exhibit similar discourse and ideology and whether they might belong to the same ‘genre prototype’. The analysis reveals a considerable thematic, structural and rhetorical similarity between the websites and a high presence of neoliberal ideology. [ABSTRACT FROM PUBLISHER]