Новые публикации в зарубежных изданиях
Семенов Дмитрий, Платонова Дарья и Загирова Фарида совместно с научным руководителем Института образования Фруминым Исаком стали авторами глав в Encyclopedia of International Higher Education Systems and Institutions (Springer, Nethrelands 2017).
25 Years of Transformations of Higher Education Systems in Post-Soviet Countries. Reform and Continuity
Palgrave Macmillan, 2017.
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.
Higher Education Expansion in Brazil, Russia, India, and China
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.
Higher Education Systems and Institutions: Russia
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)
University Traditions: Russia
The Russian university tradition is complex. It combines several patterns of higher education development and ideas about what constitutes a university. As the term “tradition” usually refers to the perceptions of the past, the national university tradition therefore represents a sophisticated product of reflections and opinions (Vishlenkova 2014; Vishlenkova and Dmitriev 2013).