The pilot study on prevalence of school bullying among high-school children in Russia is presented in the paper given. The authors of the study have constructed the bullying questionnaire basing on several English language inventories of bullying assessment, posse4ssing high psychometric indices. The results were acquired basing on the answers of 890 high school students (living in 5 Federal Districts in Russia, mean age – 16 years old) and contain data on prevalence of different types of bullying and their interaction, gender differences and socio-economic factors of victimization.
The phenomenon of school bullying is considered from the point of its connection with the domains of school climate. Main characteristics of school bullying are given, specifically its prevalence, age, gender and socio-economical correlates, as well as effectiveness of most common anti-bullying programmes. Social relationships, both student–teacher and peer-to-peer are discussed as a significant factor of victimisation. Particularly data on teachers’ perspectives on bullying, their main preferred strategies of coping with respective situations in classroom and characteristics of relations with students which affect the risk of victimisation of the latter are in the main focus. The paper is analytically designed and based mostly on the findings presented in the past 10 years research, both Russian and foreign.
The pocket data book contains main indicators characterizing S&T, innovation and information society in the Russian Federation.
The data book includes information of the Federal State Statistics Service, Federal Service for Intellectual Property, Organisation for Economic Co-operation and Development (OECD), Eurostat, UNESCO, World Intellectual Property Organisation, national statistical services of foreign countries, and results of own methodological and analytical studies of the HSE Institute for Statistical Studies and Economics of Knowledge.
In this paper, we study the relationship between family characteristics and the choice of an educational trajectory in high school. We explore three situations of educational choice: the choice between academic and vocational education after grades 9th (middle to high school transition) and 11th (postsecondary) as well as the choice between selective and non-selective university at the postsecondary educational choice. In accordance with R.Budon’s theory we explore primary and secondary effects of family’s socioeconomic status (SES). Primary effects are expressed via association between family’s SES and educational achievements. Secondary effects are expressed via association between students SES and their educational choices directly. The work is based on the data of the longitudinal project "Trajectories in Education and Careers". It was launched in 2011, when respondents studied in the 8th grade, and continues to these days. The dataset provide variables on the wide range of achievement, family’s SES and other important information proxies. For achievement TIMSS mathematics and USE in Russian language were used. The results showed that the primary effects reduce from the 9th to the 11th grades education choice, while the role of secondary effects increase. Even high achieving students from families with a low level of cultural, educational, and social capital chose less selective institutions. Conversely, students from families with high SES, but low academic achievements, will make a choice in favor of higher education. Conclusions are made about the degree of accessibility during transition into the high school and higher education, as well as the probable causes of the manifestation of inequality.
The article is devoted to the identification of key factors that influence the educational activity of working citizens and the establishment of the role of adults educational programs and vocational education and trainings (AE&VET) in the macroeconomic development of regions and territories. Based on the analysis of the statistical data there was established a correlation between the supplementary education attainment rate and the volume of fixed capital investment per capita in the regions of the Russian Federation, which indicates the leading role of regional investors in the education and training of personnel. In the regions, where the volume of investments is growing, the coverage of the population with the continuous education is also increasing, aiming at the implementation of new technologies at the enterprises being built, which, in its turn, boosts the investment appeal of the territory. The authors formulated and confirmed the hypothesis that due to the launch of the educational programs via investments the labor productivity increases, which, in turn, together with the high correlation coefficients, has a positive impact on the growth rates of wages and gross regional product as a whole. Thus, it was concluded that the differentiation of subjects of the Russian Federation on socio-economic indicators is directly related to the general indicators of the regional AE&VET systems. It was noted that for the effective development of AE&VET at the current stage in Russia, it is necessary to incentive an active participation of all the stakeholders: the worker himself, the employers, the investors, the regional authorities and the government. Considering the lack of the employers’ willingness to finance the workers’ education and training, the authors justify the need to introduce state programs stimulating additional education, including budget certificates. The main provisions and conclusions of the article can be used for the development of the regional AE&VET-systems in the interests of ensuring the economic growth as well as the investment appeal of the territory.
Human capital is produced primarily by the education system. Today it is the most important factor in the development of economy and society. By investing in human capital, economic growth rates above the average world-level can be achieved, which is necessary in order to strengthen Russia’s positions in the context of increasing global competition. The report proposes 12 projects, aiming not only for the development of education, but for making a decisive contribution to the “breakthrough” of the country in economic, social and technological development by activating the creative potential of the Russian population as a whole and self-realization of each individual. The ultimate result of all the proposed 12 solutions will be a steady increase in the quality of life of the Russian people.
The book is a result of the first ever study of the transformations of the higher education institutional landscape in fifteen former USSR countries after the dissolution of the Soviet Union in 1991. It explores how the single Soviet model that developed across the vast and diverse territory of the Soviet Union over several decades has evolved into fifteen unique national systems, systems that have responded to national and global developments while still bearing some traces of the past. The book is distinctive as it presents a comprehensive analysis of the reforms and transformations in the region in the last 25 years; and it focuses on institutional landscape through the evolution of the institutional types established and developed in Pre-Soviet, Soviet and Post-Soviet time. It also embraces all fifteen countries of the former USSR, and provides a comparative analysis of transformations of institutional landscape across Post-Soviet systems. It will be highly relevant for students and researchers in the fields of higher education and and sociology, particularly those with an interest in historical and comparative studies.
During the past several decades, several “highly-resourced, accelerated research universities” have been established around the world to pursue—and achieve—academic and research excellence. These institutions are entirely new, not existing universities that were reconfigured. Accelerated Universities provides case studies of eight such universities and highlights the lessons to be learned from these examples. Each of the cases is written by someone involved with leadership at the early developmental stages of each university, and provides insights that only senior executives can illustrate. Accelerated Universitiesshows that visionary leadership and generous funding combined with innovative ideas can yield impressive results in a short time. Universities aspiring to recognition among the top tier of global institutions will find this book indispensable.
Online social networks (OSNs) play an increasingly important role in news dissemination and consumption, attracting such traditional media outlets as TV channels with growing online audiences. Online news streams require appropriate instruments for analysis. One of such tools is topic modeling (TM). However, TM has a set of limitations (the problem of topic number choice and the algorithm instability, among others) that must be addressed specifically for the task of sociological online news analysis. In this paper, we propose a full-cycle methodology for such study: from choosing the optimal topic number to the extraction of stable topics and analysis of TM results. We illustrate it with an analysis of online news stream of 164,426 messages formed by twelve national TV channels during a one-year period in a leading Russian OSN. We show that our method can easily reveal associations between news topics and user feedback, including sharing behavior. Additionally, we show how uneven distribution of document quantities and lengths over classes (TV channels) could affect TM results.
This article shows the features of territorial branding development in various regions of the Russian Federation. The ways of development and promotion of territorial brands, not only in large, but also in small towns of Russia, are considered in the article. In the work, based on the description of a large number of Russian regional brands, a comparative analysis is carried out and their advantages and disadvantages are shown. Much attention is paid to the formation of territorial brands on the example of the Republic of Tatarstan. The article reveals the main tasks of the brand Visit Tatarstan and shows the features of its visual style. The work shows, that the visual style of this brand is based on a modern interpretation of ethnic, historical and traditional Tatar ornaments, spanning 1000 years. The formation of clear, homogeneous and adequate image of the Republic of Tatarstan in the public consciousness, both within the region and beyond its borders, is one of the main tasks of the brand Visit Tatarstan. The article states, that the brand Visit Tatarstan is primarily focused on the development of tourism and hospitality in the region, as well as the formation of an adequate image of Tatarstan for numerous guests, coming to the Republic from all over the world. It was concluded, that all regions of the Russian Federation should have their own original brands, which should complement and develop each other.
Assessing student learning outcomes has become a global trend in higher education. In this paper we report on the validation of the Chinese HEIghten™ Critical Thinking assessment with anationally representative sample of Electrical Engineering and Computer Science students from 35 institutions in China. Key findings suggest that there was a test delivery mode effect favoring the paper tests over the online tests. In general the psychometric quality of the items was satisfactory for low-stakes, group-level uses but there were a few items with low discrimination which awaits further investigation. The relationships between test scores and various external variables such as college entrance examination scores, university elite status, and student perceptions of the test were as expected. We conclude with speculations for the key findings and discussion of directions for future research.
An increasing number of policymakers in developing countries have made the mass expansion of upper-secondary vocational education and training (VET) a top priority. The goal of this study is to examine whether VET fulfills the objectove of building skills and abilities along multiple dimensions and further identify which school-level factors help vocational students build these skills and abilities. To fulfill this goal, we analyzed representative, longitudinal data that we collected on more than 12,000 students from 118 schools in once province of central China. First, descriptive analysis shows approximately 90% of VET students do not make any gains in vocational or general skills. In addition, negative behaviors (misbehavior in the classroom, anti-social behavior, and other risky behaviors) are highly prevalent among VET students. A nontrivial proportion of student internships also fail to meet minimum government requirements for student safety and well-being. Perhaps as a result of these outcomes, more than 60% of students express dissatisfaction with their VET programs, as evidenced by eitehr self-reports or dropping out. Finally, using a multi-level model, we find that school inputs (such as school size, teacher qualifications, and per pupil expenditure) are not correlated with vocational and general skill at the end of the school year, or student dropout in the academic year.
The article uses the framework of resiliency to examine the strategies of principals in schools working under challenging socio-economic conditions that show higher-than-expected educational results. We collected a unique set of data within the Russian ‘National monitoring of education markets and organisations’ programme. This work continues the study, begun in 2014, of the peculiarities of the functioning conditions, management and educational strategies of different groups of schools (urban, rural, implementing higher-level programmes, private, etc.), where authors supplement the economic indicators of school performance with socio-economic contextual factors. A contextualisation model was applied to distinguish the resilient schools studied and the socio-economic characteristics for each school. The typical strategies of principals of resilient schools are as follows: recruiting more successful students from other schools, the branding of the school, creating a culture of high expectations for staff and students, and a less bureaucratic management style.
This article investigates careers of early-career academics in the Russian academic system as it strives to improve its position in the global academic landscape. The typology of “boundaried” and “boundaryless” careers is applied in order to analyze careers in Russia. Two types of academics were identified: “connectors” and “conservationalists.” “Connectors” are more likely to embrace research orientation than “conservationalists” and tend to alter their positions in academia based on research reputation in the global professional community, whereas “conservationalists” are oriented at the hierarchies of positions within universities and country-specific academic credentials.
Researchers have long postulated the existence of a big fish little pond effect (BFLPE) in which a student’s relative academic standing in class or school impacts his or her academic self-concept. Few studies, however, use causal research designs to identify whether the BFLPE exists and whether it is generalizable across a wide variety of contexts. The goal of our study is to provide causal estimates of the BFLPE and examine whether the estimates differ by gender and national context. To fulfill our goal, we analyze cross-national TIMSS 2011 data using a cross-subject student-fixed effects model. Our results provide the strongest evidence to date that a sizeable BFLPE exists in STEM subjects irrespective of gender and national context.
Is it possible to compare the results in assessments of mathematics across countries with different curricula, traditions and age of starting school? As part of the iPIPS project, a Russian version of the iPIPS baseline assessment was developed and trial data were available from about 300 Russian children at the start and end of their first year at school. These were matched with parallel data from representative samples of equal numbers of children from England and Scotland. The equating of the scales was explored using Rasch measurement. A unified scale was easiest to create for England and Scotland at the start and end of their first year at school when children only differ by a half a year in age, and live in adjacent countries with a common language. Although fewer items showed invariance across the three countries, it was possible to link iPIPS scores in mathematics from the start and end of the first year at school across Scotland, England and Russia. The findings of this study suggest that, despite the apparent difficulties, meaningful comparisons of mathematics attainment and development can be made. These will allow for substantive interpretations with policy implications.
The objective of this chapter is to present the common legacy basis for the chapters devoted to specific post-Soviet countries.