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Regular version of the site

About the Center

The foundation of the Center for Cultural Sociology and Anthropology of Education has a goal to synthesise fundamental theory and ambitious empirical project.

Empirical component is formed of the panel study Trajectories in Education and Careers (TrEC) . It was initiated by the Institute of Education in 2009.
Conceptual component is formed of cultural sociology, which is one of the prominent and most actively developing academic schools in contemporary sociology. 
We use cultural sociology perspective to develop explanation of a role education plays in people's lives, that would account for cultural phenomenas, such as meanings and meaning structures. 

Trajectories in Education and Careers (TrEC) is a unique project for Russia. It surveys more than 25 000 respondents in several panels, one of which is nationally representative. Longitudinal research project allows to provide data that is more rich and valid than that of cross-sectional research. What is more important, dynamic picture, created by longitudinal research allows to reflect the nature of processes in Russian education and labor market with high precision. Formation of cultures which determine main educational-occupational strategies is a dynamic process, and that is more prominent in Russia, because the system of education has been undergoing major changes for about 20 years by now.

Goals, tasks and development perspectives

First strategic goal: establishing internationally acknowledged research sphere of cultural sociology of education.

Second strategic goal: provision of longitudinal data of ensured quality for the use in research on education and development by the international academia. 

In more detail you can find information about the Trajectories in Education and Careers (TrEC) project in Workin papers of Institute of education NRU HSE

Kurakin D. Russian Longitudinal Panel Study of Educational and Occupational Trajectories: Building Culturally-Sensitive Research Framework. // Working Papers of Institute of Education. WP 01/IE/2014

 


 

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