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World Bank Document Report No. 25893-RU Russian Federation E-Learning Policy to Transform Russian Schools Public Disclosure Authorized April 29, 2003 Human Development Sector Unit Europe and Central Asia Region Public Disclosure Authorized Public Disclosure Authorized Document of the World Bank Public Disclosure Authorized CURRENCY EOUIVALENT (as of March 30,2003) Currency Unit = Ruble RUR US$1 = RUR 30.00 FISCAL YEAR January 1- December 31 ACRONYMS AND ABBREVIATIONS E-Education Federal Program "Development of the Common Education Information Space for 2001-2006" E-Russia Federal Program "Electronic Russia for 2002-2010" FIE Federation of Internet Education HE Higher Education ICT(E) Information and Computer Technology (Education) IV(E) Initial Vocational (Education) MOE Ministry of Education NTF National Training Foundation OSI Open Society Institute PISA OECD Program for International Student Assessment TIMSS Third International Mathematics and Science Study Vice President: Johannes F. Linn Country Director: Julian F. Schweitzer Sector Director: Annette Dixon Sector Manager: Maureen McLaughlin Task Team Leader: Isak Froumin ii PREFACE Russia, in common with many other countries, is investing a significant part of its education budget in information and communication technologies (ICT) equipment for general secondary schools and initial vocational education. While international experience demonstrates that such initiatives may deliver significant educational and social benefits, investment in computer hardware raises a number of issues related to the purpose and projected outcomes of the use of ICT in schools. The goal of this report, which was prepared at the request of the Ministry of Education, is to look at the present state of affairs in the use of ICT in education and to propose and discuss possible policy options open to the Government in its continuing effort to orient the education system towards the global knowledge economy. The report focuses on the analysis needed to facilitate the effective integration of ICT into general and initial vocational education services. The report identifies three primary issues of educational reform, as recognized internationally, and discusses the role that ICT can play in resolving them. These issues are: i) equal access to education of good quality; ii) enhanced teaching and learning relevant to the information age; iii) appropriate skills to be developed by students. The report highlights a number of education-related issues which may arise during the implementation of a strategy to introduce ICT into the teaching and learning process (ICTE) among which are: a restricted vision of the possible impact of the introduction of ICT (adherence to a focus on technological inputs rather than educational outcomes); inadequate regulatory frameworks; and a lack of emphasis on the motivation and training of teachers to use ICT in education. Taking into account the significant amount of computer equipment recently made available to Russia's schools, the report suggests that teacher training in the use of ICT should be considered as the first priority in the Government's strategy. To make ICTE development sustainable, computer maintenance and upgrading should be treated as a regular expense. These, as well as other recommendations in the report for the effective use of ICTE cover the following areas: i) policy development and strategy management; ii) efficient use of resources; iii) equalizing access to better education by means of ICT; iv) enhancing teaching and learning for the information age; and v) ICT literacy skills development. The report is based on the analysis of statistical and sociological data and on interviews with key policymakers and stakeholders at federal and regional levels throughout the Russian Federation, together with discussions with experts from Western and Eastern Europe, USA and Australia. It includes two regional case-studies and two additional appendixes which give an overview of the Russian education system. ACKNOWLEDGMENTS The report was prepared by Isak Froumin (team leader), Mary Canning, and Kirill Vasiliev. The team wishes to thank the following for advice and guidance: At FederalLevel: Viktor Bolotov, First Deputy Minister of Education; Elena Chepurnyk and Yury Shlenov, Deputy Ministers of Education; Alexander Tikhonov, Director, Informika; Alexander Kondakov, Director General, Prosveshenie; Hadimir Kinelev, Director, UNESCO Institute for Information Technologies in Education; Alexey Semenov, Rector, Moscow Institute of Open Education; Andrei Kortunov, Executive Director for Education, Open Society Institute (OSI); Elena Soboleva, Director General, National Training Foundation (NTF); Sergei Monahov, Executive Secretary, Federation of Internet Education (FIE); Semyon Musher, Director, FIE; Alexander Uvarov, Pro-Rector, University of Russian Academy of Education; Marina Tsvetkova, Ministry of Education, Alexey Skuratov, Informika; Vladimir Kashitsin, NTF; and Sergey Kovalenko, OSI. In Krasnoyarsk: the late Alexander Lebed, Governor; the late Nadezhda Kolba Vice-Governor; Vladimir Shishmarev, Regional Administrator for Education; Hadimir Minov, Senior Specialist, Education Administration; Nikolay Drozdov, Rector, Krasnoyarsk State Pedagogical University; Anatoly Tayurskiy, Director, Krai Department of Vocational Education; Evgeniy Kuznetsov, Director, Children's Education Center; and Vyacheslav Bashev, Director, Gymnasium #1. In Irkutsk: Tatyana Rutina, Vice-Governor; Leonid Vygovskiy, Regional Administrator for Education; and Anatoly Lavygin, Director, Oblast Education Center. Special thanks are given to Maree Bentley, Australia; Jaak Aaviksoo, Rector, Tartu University, Estonia; and Martin Godfrey, Education Economist for their input into the report. Special thanks are given to Olga Nikitina, Director, Krasnoyarsk Pedagogical College #1; Vasiliy Dushutin, Deputy Regional Administrator, Irkutsk; Hadimir Sobkin and Julia Evstigneeva, Center for Sociology of Education, Russian Academy of Education for their sociological studies conducted in preparation for this report. Peer reviewers in the World Bank were John Middleton and HarryPatrinos. The document was edited by Jenepher Moseley and processed by Anahit Poghosyan. lv E-Learning Policy to Transform Russian Schools TABLE OF CONTENTS PREFACE ............................................................... iii ACKNOWLEDGMENTS ............................................................... iii EXECUTIVE SUMMARY .............................................................. vi INTRODUCTION ................................................................ 1 Integrating Education Reform with ICT ............................................................... 1 The Reform Agenda ............................................................... 3 FOCUS ON KEY ISSUES ............................................................... 5 Access and Equity ............................................................... 6 New Ways of Teaching and Learning .............................................................. 10 ICT Literacy and Advanced ICT Skills Development .............................................................. 11 Summary of Key Issues .............................................................. 12 THE SITUATION TODAY AND ITS BACKGROUND .............................................................. 12 The Bank and Russian Education Reform .............................................................. 13 Russia's Digital Experience in Education .............................................................. 13 Federal Policies and Programs for Improvement ............................................................... 15 Private Sector Initiatives .............................................................. 17 Public Support .............................................................. 18 Barriers to Effective Introduction of ICTE .............................................................. 19 POLICY OPTIONS AND RECOMMENDATIONS .............................................................. 22 Recommendations: Policy Development and Strategy Management ............................................. 22 Recommendations: Efficient Use of Resources .............................................................. 25 Recommendations: Equalizing Access to Better Education by Means of ICT .............................. 27 Recommendations: Enhancing Teaching and Learning for the Information Age .......................... 28 Recommendations: ICT Literacy Skills Development .............................................................. 3 1 Role of the Federal Ministry .............................................................. 3 1 CONCLUDING STATEMENT .............................................................. 32 REFERENCES .............................................................. 34 APPENDIXES Appendix 1: Krasnoyarsk Region Case Study .............................................................. 37 Appendix 2: Irkutsk Region Case Study .............................................................. 71 Appendix 3: The Russian Education System - Basic Data .............................................................. 95 Appendix 4: E-Leaming and Distance Education in Russia ..................................................... 104 v EXECUTIVE SUMMARY INTRODUCTION Russia is reforming its education system to meet the needs of the country's evolving economic structure with its changing focus on information and services. This
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