Молниеносный захват рынка образовательных услуг массовыми открытыми онлайн-курсами (МООК) в начале 21 века задал новый тренд в системе образования в мире. В период глобализации и цифровизации образования МООК стал эффективным инструментом продвижения вузов в международном образовательном пространстве, популяризации культуры страны, а также способом привлечения дополнительного дохода. Поэтому многие страны мира, в том числе Россия, включились в гонку онлайн-образования. Основная цель данной работы заключается в определении перспектив и вызовов создания и продвижения российских МООК на международном рынке образования. В данной работе 1) представлены государственные стратегии стран по созданию и продвижению МООК, 2) оценен международный сегмент МООК с целью определения «свободных» ниш, которые могли бы занять вузы России, 3) предложены рекомендации по становлению России одним из ведущих экспортеров МООК. Потенциальный спрос был оценен косвенным способом с помощью информации о направлениях подготовки, которые пользуются популярностью у иностранных студентов, информации о популярности изучения славистики, а также спектру МООК, представленных на ведущих зарубежных платформах. В ходе анализа были выделены следующие открытые ниши в международном сегменте МООК: (1) курсы по учебным дисциплинам, (2) курсы по специфике конкретных стран (например, курсы по законодательству и налогообложению, курсы по культуре и обществу), (3) курсы по изучению иностранных языков.
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.
The present paper examines the linguistic behaviour of the first wave of Pontic Greek immigrants to Cyprus based on their internalized language attitudes and dominant language ideologies. Since the time of its settlement in Cyprus in the early/mid 1990s, the predominantly Turkish-speaking community of Pontic Greeks has experienced a rapid linguistic and cultural transformation. This occurred primarily due to the local population’s (i.e. Greek-Cypriots’) reluctance to recognize the Turkish-speaking Pontic Greeks as belonging to the Greek linguistic and cultural ‘world’ in light of the former’s historical and socio-political tensions with the Turkish-Cypriot minority. More specifically, I will analyse the factors that have contributed to this rapid language shift and show what (non-) linguistic means are employed by the members of the Pontic Greek community to index their ethnic identity and belonging.
The issue of translatability is pressing in international evaluation, in global transfer of evaluative instruments, in comparative performance management, and in culturally responsive evaluation. Terms that are never fully understood, digested, or accepted may continue to influence issues, problems, and social interactions in and around and after evaluations. Their meanings can be imposed or reinvented. Untranslatable terms are not just “lost in translation” but may produce overflows that do not go away. The purpose of this article is to increase attention to the issue of translatability in evaluation by means of specific exemplars. We provide a short dictionary of such exemplars delivered by evaluators, consultants, and teachers who work across a variety of contexts. We conclude with a few recommendations: highlight frictions in translatability by deliberately circulating and discussing words of relevance that appear to be “foreign”; increase the language skills of evaluators; and make research on frictions in translation an articulate part of the agenda for research on evaluation.
This article attempts to describe the deleterious impact of higher educational changes affecting female faculty members working in Tajik universities in the post-Soviet era. Over the past two decades, the social and economic position women gained during Soviet times has significantly eroded, bringing enormous challenges to education and higher education access, completion and staffing. The demographic and cultural marginalization of women here has negatively impacted university teaching opportunities and the status of women faculty members. Ethnographic interviews – along with relevant secondary data – reveal that despite various official gender-equity policies announced by the state, female participation issues remain prominent in the university. Our interviewees also report continued difficulty entering higher faculty ranks and leadership positions in university. However, significant numbers of women are still to be found there, and they report a workable compromise between being professional educators and trying to navigate a local culture that is becoming more ‘traditional’.
Despite the differences in political, social, economic, and cultural histories, Brazil, Russia, India, and China share the common characteristics. The BRIC countries are very large in terms of population, territory, and economy. Each country has great economic and political influence in the regions, as well as dominance in education sphere (Altbach et al. 2013). They are emerging markets as their economies have been rapidly growing for the last decades while remaining lower middle income or upper middle income countries (World Bank 2016). The experience of these countries is critical for understanding the higher education system dynamics in large countries with limited resources.
The Republic of Moldova has a long history of shifting borders, and a short history as an independent state. Higher education only expanded during the Soviet era, which saw 9 public higher education institutions come into existence between 1926 and 1988. On the one hand, ample state funding for higher education allowed an unprecedented growth in access to higher education, a well-developed technical and material base, and internationally comparable educational standards. On the other hand, high level of centralization of the Soviet educational system made it static and unable to adequately respond to the changing needs of a dynamic labor market. Strict educational centralization led to bureaucratization of management, authoritarianism, excessive uniformity, lack of understanding of local conditions, stifling of ‘bottom-up’ initiative, and lack of academic mobility. At the time of the collapse of the Soviet Union, participation in higher education was still the third lowest among all Soviet republics.
Russia (Russian Federation) has the largest territory in the world and extends over 11 time zones. As a federal state, Russia has 85 regions. Over 146 million people (FSSS 2016) are unevenly distributed throughout the country. About 77% of the population lives in the more urbanized European part of the country, whereas the Asian part of the country occupies more than 76% of the total area. The youth population is declining. Although there are around 180 different ethnic groups in Russia, most of the populations (78%) are ethnic Russians (Statdata 2017).
The Russian economy is based heavily on natural resources. As of 2015, it was the 13th largest economy in the world by nominal GDP (World Bank 2017a) and the sixth largest by purchasing power parity (World Bank 2017b).
The Constitution of the Russian Federation guarantees the right to free higher education on a competitive basis for those obtaining it for the first time. General and vocational education is free and available to all.
The social and economic landscape has been rapidly changing in Russia during the last quarter of a century. After the collapse of the USSR in 1991, Russia experienced many changes, including: • The movement to an electoral democracy and a market economy • The rejection of a planned human resources policy relating to the main economic sectors • The decline or elimination of a number of key industries (OECD 2007)
The chapter describes characteristics of Russian innovators acting within and without formal education system in comparison with Russian population as a whole. The study gives an indication of values (according to Schwartz’s theory) and motivational (PSED questionnaire) structure inherent to innovators as well as socio-demographic information such as education and occupation. The main values that underlie innovators’ activity and distinguish them from average Russian person are Universalism, Benevolence, Self-Direction and Stimulation. On the contrary such values as Conformity and Power are less important for innovators. Concerning motivation to innovation four types of motives that trigger innovative project launching were identified: social, status, financial and innovative. Social and innovative motivations serve as universal drivers of nowadays innovators in education. While financial and social motivations could play a distinguishing role for different groups of innovators. The main inference is that innovators from both sides of education, guided by the needs of others; even if they represent business oriented project, they always have a social mission. In conclusion the discussion on how the emergence of visible flow of grassroots innovation will change the education system.