DOCSLIB.ORG

Russian Federation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Russian Federation International Qualifications Assessment Service (IQAS) Government of Alberta COUNTRY EDUCATION PROFILE The Former USSR and the Russian Federation 2 Prepared by: International Qualifications Assessment Service (IQAS) Contact Information: International Qualifications Assessment Service (IQAS) 9th Floor, 108 Street Building, 9942 ­ 108 Street, Edmonton, Alberta, Canada T5K 2J5 Phone: 1 (780) 427­2655 Fax: 1 (780) 422­9734 © 2007 the Crown in right of the Province of Alberta, International Qualifications Assessment Service (IQAS) 3 TABLE OF CONTENTS TABLE OF CONTENTS........................................................................................................................ 4 LIST OF TABLES.................................................................................................................................. 7 LIST OF FIGURES.............................................................................................................................. 10 COUNTRY OVERVIEW..................................................................................................................... 11 HISTORICAL EDUCATION OVERVIEW........................................................................................ 17 EDUCATION IN THE FORMER USSR................................................................................................... 17 EDUCATION IN THE RUSSIAN FEDERATION AFTER 1991 .................................................................... 20 SCHOOL EDUCATION ...................................................................................................................... 27 OVERVIEW OF SCHOOL EDUCATION IN THE FORMER USSR AND THE RUSSIAN FEDERATION .......... 27 PRE­SCHOOL EDUCATION ................................................................................................................. 32 Pre­School Education in the Former USSR.................................................................................. 32 Pre­School Education in the Russian Federation ......................................................................... 32 PRIMARY EDUCATION ....................................................................................................................... 33 Primary Education in the Former USSR ...................................................................................... 33 Primary Education in the Russian Federation.............................................................................. 34 LOWER SECONDARY EDUCATION...................................................................................................... 37 Lower Secondary Education in the Former USSR........................................................................ 37 Lower Secondary Education in the Russian Federation ............................................................... 38 UPPER SECONDARY EDUCATION ....................................................................................................... 39 Upper Secondary Education in the Former USSR........................................................................ 39 Upper Secondary Education in the Russian Federation................................................................ 41 BASIC CURRICULUM IN THE RUSSIAN FEDERATION .......................................................................... 43 EDUCATIONAL REFORMS IN THE RUSSIAN FEDERATION ................................................................... 44 Profile Education.......................................................................................................................... 44 The Unified State Exam................................................................................................................ 45 HIGHER EDUCATION....................................................................................................................... 47 HIGHER EDUCATION IN THE FORMER USSR..................................................................................... 47 Overview of Higher Education in the Former USSR .................................................................... 47 Administration.............................................................................................................................. 47 Types of Institutions ..................................................................................................................... 48 Admission to University­Level Higher Education ......................................................................... 50 Additional Admission Considerations ........................................................................................... 50 Forms of Education...................................................................................................................... 51 Academic Year.............................................................................................................................. 51 Language of Instruction ............................................................................................................... 51 Curriculum Standards .................................................................................................................. 51 Education Structure and Credentials............................................................................................ 52 Sample Programs.......................................................................................................................... 57 Grading System............................................................................................................................. 63 HIGHER EDUCATION IN THE RUSSIAN FEDERATION.......................................................................... 64 Reforms in Higher Education....................................................................................................... 64 Administration.............................................................................................................................. 65 State Education Standard ............................................................................................................. 66 Quality Assurance/Accreditation .................................................................................................. 66 Accredited Institutions.................................................................................................................. 67 Types of Institutions of Higher Education.................................................................................... 67 Admission to University­Level Higher Education ......................................................................... 69 4 Unified State Examination (USE)................................................................................................. 69 Additional Admission Considerations ........................................................................................... 70 Forms of Education...................................................................................................................... 70 Academic Year.............................................................................................................................. 70 Language of Instruction ............................................................................................................... 71 State Final Examination............................................................................................................... 71 Curriculum Standards .................................................................................................................. 71 Education Structure and Credentials............................................................................................ 72 Sample Programs.......................................................................................................................... 81 Grading System............................................................................................................................. 85 TECHNICAL/VOCATIONAL EDUCATION .................................................................................... 86 TECHNICAL/VOCATIONAL EDUCATION IN THE FORMER USSR......................................................... 86 Overview of Technical/Vocational Education in the Former USSR.............................................. 86 Lower Vocational Education in the Former USSR ....................................................................... 87 Higher Vocational Education in the Former USSR...................................................................... 91 TECHNICAL/VOCATIONAL EDUCATION IN THE RUSSIAN FEDERATION.............................................. 95 Overview of Technical/Vocational Education in the Russian Federation ..................................... 95 Lower Vocational Education in the Russian Federation............................................................... 96 Higher Vocational Education in the Russian Federation ........................................................... 101 TEACHER EDUCATION.................................................................................................................. 106 TEACHER EDUCATION IN THE FORMER USSR ................................................................................ 106 TEACHER EDUCATION IN THE RUSSIAN FEDERATION ..................................................................... 112 GRADING SCALE............................................................................................................................
Load more

Recommended publications
  • Russia Country Report: Multicultural Experience in Education
    RUSSIA COUNTRY REPORT: MULTICULTURAL EXPERIENCE IN EDUCATION Leila Salekhova, Ksenia Grigorieva Kazan Federal University (RUSSIAN FEDERATION) Abstract The Russian Federation (RF) is a large country with the total area of 17,075,400 sq km. The RF has the world’s ninth-largest population of 146,600,000 people. According to the 2010 census, ethnic Russian people constitute up to 81% of the total population. In total, over 185 different ethnic groups live within the RF borders. Christianity, Islam, Buddhism, and Judaism are Russia’s traditional religions. Russia is a multinational and multicultural state. The large number of different ethnic groups represents the result of a complicated history of migrations, wars and revolutions. The ethnic diversity of Russia has significantly influenced the nature of its development and has had a strong influence on the state education policy. The article gives a detailed analysis of the key factors determining educational opportunities for different RF ethnic groups. A complicated ethnic composition of Russia’s population and its multi-confessional nature cause the educational system to fulfill educational, ethno-cultural and consolidating functions by enriching the educational content with ethnic peculiarities and at the same time providing students with an opportunity to study both in native (non-Russian) and non-native (Russian) languages. The paper provides clear and thorough description of Russian educational system emphasizing positive features like high literacy and educational rates especially in technical areas that are due to the results of the educational system functioning nowadays. Teacher education is provided in different types of educational institutions allowing their graduates to start working as teachers immediately after graduating.
    [Show full text]
  • IQAS International Education Guide
    International Education Guide FOR THE ASSESSMENT OF EDUCATION FROM THE FORMER USSR AND THE RUSSIAN FEDERATION Welcome to the Alberta Government’s International Education Guides The International Qualifications Assessment Service (IQAS) developed the International Education Guides for educational institutions, employers and professional licensing bodies to help facilitate and streamline their decisions regarding the recognition of international credentials. These guides compare educational systems from around the world to educational standards in Canada. The assessment recommendations contained in the guides are based on extensive research and well documented standards and criteria. This research project, a first in Canada, is based on a broad range of international resources and considerable expertise within the IQAS program. Organizations can use these guides to make accurate and efficient decisions regarding the recognition of international credentials. The International Education Guides serve as a resource comparing Alberta standards with those of other countries, and will assist all those who need to make informed decisions, including: • employers who need to know whether an applicant with international credentials meets the educational requirements for a job, and how to obtain information comparing the applicant’s credentials to educational standards in Alberta and Canada • educational institutions that need to make a decision about whether a prospective student meets the education requirements for admission, and who need to find accurate and reliable information about the educational system of another country • professional licensing bodies that need to know whether an applicant meets the educational standards for licensing bodies The guides include a country overview, a historical educational overview, and descriptions of school education, higher education, professional/technical/vocational education, teacher education, grading scales, documentation for educational credentials and a bibliography.
    [Show full text]
  • Second Report Submitted by the Russian Federation Pursuant to The
    ACFC/SR/II(2005)003 SECOND REPORT SUBMITTED BY THE RUSSIAN FEDERATION PURSUANT TO ARTICLE 25, PARAGRAPH 2 OF THE FRAMEWORK CONVENTION FOR THE PROTECTION OF NATIONAL MINORITIES (Received on 26 April 2005) MINISTRY OF REGIONAL DEVELOPMENT OF THE RUSSIAN FEDERATION REPORT OF THE RUSSIAN FEDERATION ON THE IMPLEMENTATION OF PROVISIONS OF THE FRAMEWORK CONVENTION FOR THE PROTECTION OF NATIONAL MINORITIES Report of the Russian Federation on the progress of the second cycle of monitoring in accordance with Article 25 of the Framework Convention for the Protection of National Minorities MOSCOW, 2005 2 Table of contents PREAMBLE ..............................................................................................................................4 1. Introduction........................................................................................................................4 2. The legislation of the Russian Federation for the protection of national minorities rights5 3. Major lines of implementation of the law of the Russian Federation and the Framework Convention for the Protection of National Minorities .............................................................15 3.1. National territorial subdivisions...................................................................................15 3.2 Public associations – national cultural autonomies and national public organizations17 3.3 National minorities in the system of federal government............................................18 3.4 Development of Ethnic Communities’ National
    [Show full text]
  • The Policy of Multicultural Education in Russia: Focus on Personal Priorities
    INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION 2016, VOL. 11, NO. 18, 12613-12628 OPEN ACCESS THE POLICY OF MULTICULTURAL EDUCATION IN RUSSIA: FOCUS ON PERSONAL PRIORITIES a a Natalya Yuryevna Sinyagina , Tatiana Yuryevna Rayfschnayder , a Russian Presidential Academy of National Economy and Public Administration, RUSSIA, ABSTRACT The article contains the results of the study of the current state of multicultural education in Russia. The history of studying the problem of multicultural education has been analyzed; an overview of scientific concepts and research of Russian scientists in the sphere of international relations, including those conducted under defended theses, and the description of technologies of multicultural education in Russia (review of experience, programs, curricula and their effectiveness) have been provided. The ways of the development of multicultural education in Russia have been described. Formulation of the problem of the development of multicultural education in the Russian Federation is currently associated with a progressive trend of the inter- ethnic and social differentiation, intolerance and intransigence, which are manifested both in individual behavior (adherence to prejudices, avoiding contacts with the "others", proneness to conflict) and in group actions (interpersonal aggression, discrimination on any grounds, ethnic conflicts, etc.). A negative attitude towards people with certain diseases, disabilities, HIV-infected people, etc., is another problem at the moment. This situation also
    [Show full text]
  • History of Azerbaijan (Textbook)
    DILGAM ISMAILOV HISTORY OF AZERBAIJAN (TEXTBOOK) Azerbaijan Architecture and Construction University Methodological Council of the meeting dated July 7, 2017, was published at the direction of № 6 BAKU - 2017 Dilgam Yunis Ismailov. History of Azerbaijan, AzMİU NPM, Baku, 2017, p.p.352 Referents: Anar Jamal Iskenderov Konul Ramiq Aliyeva All rights reserved. No part of this book may be reproduced or transmitted in any form by any means. Electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from the copyright owner. In Azerbaijan University of Architecture and Construction, the book “History of Azerbaijan” is written on the basis of a syllabus covering all topics of the subject. Author paid special attention to the current events when analyzing the different periods of Azerbaijan. This book can be used by other high schools that also teach “History of Azerbaijan” in English to bachelor students, master students, teachers, as well as to the independent learners of our country’s history. 2 © Dilgam Ismailov, 2017 TABLE OF CONTENTS Foreword…………………………………….……… 9 I Theme. Introduction to the history of Azerbaijan 10 II Theme: The Primitive Society in Azerbaijan…. 18 1.The Initial Residential Dwellings……….............… 18 2.The Stone Age in Azerbaijan……………………… 19 3.The Copper, Bronze and Iron Ages in Azerbaijan… 23 4.The Collapse of the Primitive Communal System in Azerbaijan………………………………………….... 28 III Theme: The Ancient and Early States in Azer- baijan. The Atropatena and Albanian Kingdoms.. 30 1.The First Tribal Alliances and Initial Public Institutions in Azerbaijan……………………………. 30 2.The Kingdom of Manna…………………………… 34 3.The Atropatena and Albanian Kingdoms………….
    [Show full text]
  • Reform Strategy for Education in Ukraine
    Ministry of Education and Science of Ukraine REFORM STRATEGY FOR EDUCATION IN UKRAINE EDUCATIONAL POLICY RECOMMENDATIONS With the support of United Nations Development Programme, International Renaissance Foundation, Open Society Institute (Budapest) Kyiv – 2003 УДК 37.014.5: 37.014.3: 37.013.74 ББК 74.04 Reform Strategy for Education in Ukraine: Educational Policy Rec ommendations. – Kyiv: K.I.S., 2003. – 280 pages. A research on educational policy in Ukraine is presented in the book. The proposed publication is based upon the world approaches to definition and elaboration of options to solve educational sector problems. The authors ana lyze the modern tendencies in the 21century education development, de scribe possible alternatives, evaluate their prospects in terms of the imple mentation, and give recommendations. The main attention is attached to the following key areas of the educational reform: equal access to quality education, content of education, education quality monitoring, governance and financing. The book is for education policy makers, school managers, researchers, pedagogues, students and consultants. ISBN 9668039181 No part of this publication may be reproduced in any form or by any means without prior permission of the MOES and UNDP/Ukraine. Cover photo by UN in Ukraine © Ministry of Education and Science of Ukraine, 2003 © United Nations Development Programme, 2003 © "K.I.C.", design and layout, 2003 ISBN 9668039181 Contents Contents Foreword 5 Project Team and Partners 6 Introduction 9 COMPETENCIES AS A KEY TO EDUCATIONAL
    [Show full text]
  • A Guide for the Placement of Students Presenting Foreign Transcripts
    A Guide for the Placement of Students Presenting Foreign Transcripts Allen Altman Board Member, District 1 Marge Whaley Board Chairman, District 2 Cathi Martin Board Member, District 3 Kathryn Starkey Vice Chairman, District 4 Frank Parker Board Member, District 5 Heather Fiorentino Superintendent Sandra S. Ramos Assistant Superintendent for Curriculum and Instructional Services Olga Swinson Chief Finance Officer Renalia Smith DuBose, Esq. Assistant Superintendent for Administration James T. Davis Assistant Superintendent for High, Adult and Alternative Schools Tina Tiede Assistant Superintendent for Middle Schools Ruth B. Reilly Assistant Superintendent for Elementary Schools David Scanga, Ph.D. Executive Director for Elementary Programs Ray Gadd Assistant Superintendent for Support Services The District School Board of Pasco County ACKNOWLEDGEMENTS The District School Board of Pasco County wishes to thank The School Board of Broward County, Florida Sayra Velez Hughes Executive Director Multicultural & ESOL Program Services Education Department for permitting the use and distribution of the document A Guide for the Placement of Foreign-Born Students. The guide was developed during the 2006-2007 school year and serves to assist schools in interpreting the transcripts presented by students coming from education systems outside of the United States. Jeff Morgenstein Supervisor for Curriculum and Instructional Services ESOL and World Languages INTRODUCTION The purpose of this guide is to provide teachers, administrators, and guidance counselors with a reference source for interpreting the transcripts presented by students who have been educated in a system outside of the United States. In order to appropriately place students in the grade and program of study commensurate with their prior educational experiences, a clear understanding of how other nations organize their school systems is essential.
    [Show full text]
  • EWDTW'06 Conference Program Draft
    2018 IEEE EAST-WEST DESIGN & TEST SYMPOSIUM Kazan, Russia, September 14 - 17, 2018 2018 IEEE EAST-WEST DESIGN & TEST SYMPOSIUM Kazan, Russia, September 14 - 17, 2018 FROM THE ORGANIZING COMMITTEE We have great pleasure to invite you to 16-th 2018 IEEE EAST-WEST DESIGN & TEST SYMPOSIUM (EWDTS-2018)! The purpose of the symposium is to coordinate and exchange experiences between leading scientific organizations and experts of the Eastern and Western Europe, as well as North America and other parts of the world, in the field of design, design automation and test of electronic circuits and systems. From the one side, an overview of the state-of-the-art and of the most important progress trends of the industrial design and test will be presented by leading researchers and practitioners. On the other side, an overview of recent achievements obtained by the scientists and technologists will be presented by the researchers and practitioners from countries in the region. We are happy that IEEE EWDTS is becoming a world-renown event, as we have seen the interest of Eastern and Western scientists in mutual collaboration. As a result of this collaboration we can see the penetration of new technologies in the Eastern Europe market and educational system. We would like to thank: Yervant Zorian, Sergey Mosin, Victor Djigan, Dmitry Efanov, Nikolay Prokopenko for taking an active role in organizing the conference technical program and finances, in international activity in the field of higher education and in support the preparation and operation of the symposium. The greatest appreciation to the official IEEE EWDTS – 2018 sponsors: IEEE, Computer Society, Test Technology Technical Council – TTTC.
    [Show full text]
  • Public Examinations Examined
    Public Examinations Examined Public Examinations igh-stakes public examinations exert a dominant influence in most education systems. They affect both teacher and student behavior, especially at the middle and upper levels Hof secondary education. The content of past examinations tends to dictate what is taught and how it is taught and, more important, what is learned and how it is learned. By changing aspects of these examinations, especially their content and format, education systems can have a strong positive impact on teacher behavior and student learning, help raise student achieve- ment levels, and better prepare students for tertiary-level education and for employment. Ex- amination agencies, many of which have followed the same procedures over decades, can learn from the successes and failures of other systems. This book addresses current issues related to the development, administration, scoring, and usage of these high-stakes public examinations, identifying key issues and problems related to examinations in many emerging market economies as well as in advanced economies. The book’s primary audience consists of public examination officials on national, regional, and state examination boards, but the book should also be of interest to senior education policy makers concerned with certification and learning achievement standards, to academics and researchers interested in educational assessment, to governmental and education agencies responsible for student selection, and to professionals at development organizations. “ This extremely well-written and comprehensive book offers a timely review of the diversity of public examination practices worldwide; of the tensions between examinations and learning; and of the technical expertise involved in the creation of valid, reliable, and fair assessments.
    [Show full text]
  • Intel ISEF 2013 Special Award Organizations Ceremony May 16, 2013 Phoenix, Arizona
    Intel ISEF 2013 Special Award Organizations Ceremony May 16, 2013 Phoenix, Arizona Society for Science & the Public, in partnership with the Intel Foundation, announced the Special Award Organization winners of the Intel ISEF 2013. Student winners are ninth through twelfth graders who earned the right to compete at the Intel ISEF 2013 by winning a top prize at a local, regional, state or national science fair. Acoustical Society of America The Acoustical Society of America is the premier international scientific society in acoustics, dedicated to increasing and diffusing the knowledge of acoustics and its practical applications. First Award of $1,500; in addition, the student's school will be awarded $500 and the student's mentor will be awarded $250. PH002 Misbehaving Waves: The SurReal Thing Myles Withay Mitchell, 18, Limavady Grammar School, Limavady, Northern Ireland Second Award of $500; in addition, the student's school will be awarded $200, and the student's mentor will be awarded $100. EE037 An "EXTRA" Sense: Ultrasound Glove Assisting Spatial Orientation of the Visually Impaired Ivan Seleznov, 17, Specialized School No. 22, Mykolaiv, Ukraine Certificate of Honorable Mention CS044 Finding Best Speaker Position Using New Algorithms to Determine Acoustic Properties of a Room Akshat Boobna, 16, Amity International School, Saket, New Delhi, India PH308 "V-shaped Wave" Generated by a Moving Object: Analyses and Experiments on Capillary Gravity Waves Tomohiko Sato, 17, Hiroshima Prefectural Fuchu Senior High School, Fuchu-shi, Japan Takahiro Yomono, 18, Hiroshima Prefectural Fuchu Senior High School, Fuchu-shi, Japan The first place award winner's school will be awarded $500 and the student's mentor will be awarded $250.
    [Show full text]
  • World Braille Usage, Third Edition
    World Braille Usage Third Edition Perkins International Council on English Braille National Library Service for the Blind and Physically Handicapped Library of Congress UNESCO Washington, D.C. 2013 Published by Perkins 175 North Beacon Street Watertown, MA, 02472, USA International Council on English Braille c/o CNIB 1929 Bayview Avenue Toronto, Ontario Canada M4G 3E8 and National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C., USA Copyright © 1954, 1990 by UNESCO. Used by permission 2013. Printed in the United States by the National Library Service for the Blind and Physically Handicapped, Library of Congress, 2013 Library of Congress Cataloging-in-Publication Data World braille usage. — Third edition. page cm Includes index. ISBN 978-0-8444-9564-4 1. Braille. 2. Blind—Printing and writing systems. I. Perkins School for the Blind. II. International Council on English Braille. III. Library of Congress. National Library Service for the Blind and Physically Handicapped. HV1669.W67 2013 411--dc23 2013013833 Contents Foreword to the Third Edition .................................................................................................. viii Acknowledgements .................................................................................................................... x The International Phonetic Alphabet .......................................................................................... xi References ............................................................................................................................
    [Show full text]
  • Politics of Quality in Education
    Politics of Quality in Education The question of quality has become one of the most important framing factors in education and has been of growing interest to international organisations and national policymakers for decades. Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations’ BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach. The book builds a comparative, sociohistorical, and transnational understanding of political relations in education, with a particular focus on the policies and practices of quality assurance and evaluation (QAE). Tracking QAE processes from international organisations to individual schools, contributors analyse how QAE changes the dynamics in the roles of state, expertise, and governance. The book demonstrates how national and sub-national actors play a central role in the adaptation, modification, or rejection of transnational policies. Politics of Quality in Education will be of great interest to academics, researchers, and postgraduate students engaged in the study of comparative and international education, as well as educational policy and politics. It should also be essential reading for practitioners and policymakers. Jaakko Kauko is Associate Professor of Education at the Faculty of Education, University of Tampere. His research focuses on the fields of education policy and comparative education. Risto Rinne is Professor of Education, Vice-Dean and Head of the Department of Education and the Centre for Research on Lifelong Learning and Education (CELE) at the University of Turku, Finland. He is a member of the Finnish Academy of Science and Letters and has published more than 500 scientific works.
    [Show full text]