Last week’s session held as part of the World Bank–HSE University joint webinar series, ‘Education under COVID-19: Problems, Solutions, Perspectives, Research’ brought together international experts and participants from various corners of the globe to delve into students’ learning experiences amid challenges and limitations stemming from the COVID emergency.
The new volume titled, Audacious Education Purposes: How Governments Transform the Goals of Education Systems, which has recently been published in open access by Springer, foregrounds cases of educational change to promote 21st-century outcomes across eight nations. A chapter on Russian reforms aimed at future-proofing education in a fast-paced world has been prepared by Head of IOE, Isak Froumin and Rector of Moscow City University, Igor Remorenko.
A five-year Cooperation Agreement was signed earlier this May between the HSE Institute of Education (IOE) and German Institute for Adult Education (DIE). The partnership framework involves collaborating on a broad and diverse agenda that is set to usher in new momentum for bolstering and future-proofing the dimension of adult learning in Russia and Germany.
Experts at the HSE Laboratory for Media Communications in Education have come up with findings from a large-scale survey they have conducted in association with the HSE Institute of Education, which aimed to gauge how well school teachers have been able to transition online amid Covid-19 directives that have temporarily shut down conventional learning. In all, 22,600 teachers from 73 Russian regions have been interviewed. The results propose that the overall assessment of how comfortable the Russian teacher corps have found themselves taking instruction to the digital dimension is more optimistic than what was first thought back to when schools had just set about moving online.
The ‘digital age’ of education has whirled in like a hurricane. Long-term, systematic strategies for the transition to online learning have been swept away by global challenges, and primarily the COVID-19 pandemic and measures to counter it. IOE research fellow Daria Shcheglova reflects on how some students might have been overlooked in this head-spinning rally to take education online.
As the global COVID-19 outburst keeps tightening its grip across the dimensions of life, educational institutions worldwide have increasingly sought to migrate to the digital realm amid social distancing policies to flatten the coronavirus curve. In these circumstances, exploring ways to make the utmost of what modern ICT offer for sustaining academia in times when conventional modes of leaning and networking are on hold has become an imperative as vital as perhaps never before. A webinar held earlier this week as part of the IOE 2019/20 series on ‘Educational R&D’ brought together academic leaders and experts from Russia, China, and the U.S. to share best practices in taking university programs online.
Submissions are now underway to our Annual International Summer School, ‘Education and Development,’ which is slated to take place on the IOE grounds in Moscow, Russia between July 6 and 10, 2020.
On January 29 HSE experts participated in a seminar on ‘Skills and Returns on Education in the Russian Federation’ at the World Bank office in Moscow. The seminar was held as part of the analytical support programme for Russia’s national priority project ‘Education’.
On January 16, HSE Rector Yaroslav Kuzminov spoke at the expert panel, ‘Digital Revolution in Education and New Training Technologies’, at the 2020 Gaidar Forum, ‘Russia and the World: Challenges of the New Decade’, which was held at the Russian Presidential Academy of National Economy and Public Administration (RANEPA).
A seminar that was held last week as part of IOE’s Year 2019/20 Series on Educational R&D hosted a guest talk by Dr. Dirk Van Damme, Head of the Centre for Educational Research and Innovation at OECD’s Directorate for Education and Skills. In his presentation, Dr. Van Damme shared his thinking about the main reasons why the domains of educational R&D, policy, and practice are often at odds with one another and what measures could help alleviate this discrepancy.