OECD EDU – S eptember 18, 2012

RUSSIA STRATEGY 2020: NEW SCHOOL AND TERTIARY EDUCATION

OECD EDU – September 18, 2012

Yaroslav Kuzminov, Rector of the Higher School of Economics, co-chair of the Expert Group “Labor market, Professional Education, and Migration Policy”

Isak Froumin, Director of the HSE Institute of Education, co-chair of the Expert Group “New school”

STRATEGY 2020: EDUCATION AND SOCIALIZATION FOR

CHILDREN

There is no catastrophe in education

• one of the biggest coverage of general education in the world;

• leading positions in quality of education in primary school;

• good positions in quality of education in areas of mathematics and natural sciences;

• high level of teachers’ formal education;• increasing quality of infrastructure;• commitment and persistence of educated parents;

Alarming signs of problems in education

• high rate of pupils, who do not achieve satisfactory level of functional literacy;

• considerable gap between the least successful and the most successful groups of learners;

• growing gap in quality of education throughout different schools and regions;

• insufficient development of social competence and positive social attitude among school graduates;

• constantly low PISA results (ability to apply received knowledge and skills);

• decline of motivation to study among pupils

Problems: Outdated quality of Russian education

One fifth of Russian students constantly score below the

threshold level of reading literacy

Percentage of “advanced” pupils is lower than the OECD average and much lower than in leading

countries

Россия

ОЭСР

Лидеры

0.014

4.1%

0.14

2000 2003 2006 2009

18.0%

22.0%20.1% 19.0%

27.0%

34.3% 34.3%

27.0%

ОЭСР Россия

Percentage of students who have not achieved the second level of PISA reading literacy

Percentage of students who have scored highest in three competence fields

Russia

OECD Russia

OECD

Leaders

Problems: Educational inequality – “weak schools”

Groups of students Resource limitations and educational technologies

Дети из неполных семей

Дети из многодетных семей

Дети безработных родителей

Дети с неродным русским языком

30%

12%

13%

9%

18%

5%

5%

2%

Другие школы "Слабые" школы“weak schools” Other schools

Children from incom-plete families

Children from large families

Children of unem-ployed parents

Children whose native language is not Rus-sian

Доля учителей с высшей категорией

Школы, обеспеченные коррекционными педагогами

Доля школьников, обучающихся по профильным программам

Кадр

ыОрг

аниз

ация

обу

чени

я

34%

6%

19%

55%

36%

71%

Другие школы "Слабые" школы“weak schools” other schools

Percentage of teachers with the highest category

Schools, where there are special (correc-tional) teachers

Percentage of pupils, studying within the framework of special-ized programs

Person

nel

Org

aniza

tion

of edu

catio

n

2000 2003 2006

9

1313.6

68 7.4

Россия Linear (Россия)ОЭСР Linear (ОЭСР)

PISA. Reading literacy.Uneducated children. Level – below 1.

Russia OECD Linear (Russia) Linear (OECD)

Problems: educational inequality – selective schools

Quantity of countries

The position of Russia (considering measurement errors)

Average score in Russia

GymnasiumsLyceums

PISA results of Russian students, by year

Quantity of selective schools in Russia, by year

Comparison of PISA member statesQuantity of countries where the

results are higher than the Russian ones

Quantity of countries where the results are comparable with the

ones in Russia

Март 2012 г.

Problems: migrants’ childrenMigrants’ children who moved to Russia after the age of 7 show considerably lower academic progress than their coevals

Poll’s results in six municipal districts in Moscow region and Saint Petersburg:

born in St. Petersburg

came before the age of 7

came after the age of 7

% migrants at school

Num

ber o

f sch

ools

Ethnic majorityEthnic minority

Problems: Access to pre-school education

Высшая школа экономики, Москва, 2011

фото

фото

фото

фото

фото

Preschool education coverage for children aged 1-6 is steadily growing, but is still lower than in 1991, when it was 63%.

2000 2001 2002 2003 2004 2005 2006 2007 2008 20090%

10%20%30%40%50%60%70%80%

52% 54% 55% 56% 57% 57% 58% 59% 60% 59%

62% 63% 64% 66% 66% 66% 67% 67% 68% 67%

33% 34% 35% 36% 37% 37% 39% 40% 41% 41%

Всего Город Село

Educational institutions for children aged 5-7 get most

attention and financial support. Preschool education coverage for

children of ages 1 till 3 is only 32.5%.

от 1 до 3 от 3 до 5 старше 50

10

20

30

40

50

60

70

80

32.5

71.878.2

Total urban aria rural area

Causes of aggravating problems:General

Limited offer of services for preschool education

Degradation of teaching staff Network of educational

establishments does not correspond to changing patterns of settlement

Scale and quality of extracurricular activities is declining

Outdated educational content and methods

Management

Limited management capacity on regional, municipal and school levels

Institutional reforms are not complete (quality assurance system is not established)

Causes: teaching staff

1960 1970 1980 1990 2000 2009-10*0%

20%

40%

60%

80%

100%

120%

140%

0.57

0.850000000000001

США Великобритания Россия

Sala

ry c

orre

latio

n fo

r te

ache

rs a

nd o

ther

wor

kers

USA UK Russia

Начало 1990-х Конец 1990-х Конец 2000-х

41.3% 39.5%

0.191

early 1990s late 1990s late 2000s

Teaching staff is aging: percentage of teachers with less than 10 years of work experience is constantly

declining.

Causes: Outdated educational content

США Франция Япония Финляндия Россия0

2

4

6

8

10

12

14

16

Number of school subjects (7th grade)

USA France Japan Finland Russia

Quantity of school subjects (maxi-mum

Quantity of school subjects (minimum

The structure of basic curriculum

Causes: Declining extracurricular activities

Percentage of children aged 5-18 involved in supplementary education is 49.1%. On average, only 52% of families in Russia have never paid for supplementary education.

Percentage of pupils not involved in extracurricular activities (types of

activities)Percentage of pupils not involved in

extracurricular activities (age groups)

Large citiesrural areas

medium and small towns Large cities

medium and small towns rural areas

were not involved in extracurricular

activities in elementary school

in secondary and high school

have never been involved in

extracurricular activitiessport

never arts neverForeign

languages never

scientific hobby groups

never

Purposes of the new development stage in education should be formulated as follows:

• Ensuring positive socialization and educational successfulness for each child;

• Children have to acquire modern skills.• Thus it is necessary• to stop negative trends;• to modernize the sphere of education in

accordance with challenges of changing cultural, social and technical environment.

The object of educational policy should be perceived not simply as the system of

schools and preschool educational establishments, but as the complex sphere

of education and socialization for the young generation.

17

New development resources:

• Interest and energy of families.• Creativity of some schools and innovative

networks.• Potential of higher education for high school

students.• Out-of-school forms: supplementary education,

“industries for children”, internet.• Timing (overall educational time in Russia is

25% lower than in OECD).

Major areas for changes:• Access to preschool education.• Ensuring equal opportunities for all students.• Renewal of teaching staff.• New quality of content and methods of

teaching (breakthrough in spheres of potential leadership and catching up with the backlogs).

• Out-of-school education and socialization.• New network of schools• Data collection and evidence-based

management

Raising access to preschool education:

• Federal support to building nursery schools in regions with significant deficit of preschool institutions (deficit of places not less than 10%, where the coverage of children is lower than 70%).

• Stimulating the sector of non-government flexible services for young kids through the system of tax remissions and deductions.

• Elaborating mechanisms for establishing separate groups of preschool education as independent organizations in specially suited premises; creating external centralized system of management and outsourcing services for childcare.

Ensuring success of each child

• Creating revealing and record keeping systems for special groups of children in sphere of education (children in difficult situations, migrants’ children, children with disabilities, gifted and talented children).

• Support to educational institutions working with the most difficult groups of students and implementation of programs of integration of social and educational integration.

• Support to inclusive educational programs for children with disabilities and gifted children in an educational institution and municipal network; preserving and developing special educational organizations.

• Support to educational programs of sociocultural integration for migrants’ children (including learning Russian).

Renewing teaching staff and teachers’ skills

• Raising salaries for teachers in exchange to new contractual duties (effective contract).

• Modernization of professional development system.• Modernization of pension system for teachers.• Incentives for young teachers.• Qualification exam for graduates of pedagogical

universities and specialists without pedagogical education willing to work in an educational organization.

Modernization of pedagogical education

• Introducing minimal Unified State Exam score limitations to enter a university with major in pedagogics.

• Federal support and delegating a part of functions of professional retraining to non-government and non-specialized institutions of higher education, employing new programs, models of training, and utilizing modern educational technologies, forms, etc.

• Introducing compulsory year-long internship in the graduate school, based on results of which educational license should be issued.

Modernization of content and methods of teaching

• New flexible mechanism for renewing the content of education.• Development of educational content and methods in the

following areas: “Technology”, “Social sciences” and “Foreign languages”, aimed at achieving new level of learning achievements.

• Support to projects of forming new technological environment in the system of education (“digital school”, web 3.0, digital hypertext textbooks), including providing schools with high-speed wireless network access.

• Moving Russian mathematical education into leading positions in the world.

Developing the sphere of out-of-school education and socialization:

• Implementing the mechanism of competition-based financing for programs of supplementary education, summer leisure, and improvement of children’s and young people’s health.

• Support to development of municipal social infrastructure and cultural environment for children and young people (exploratoriums, outdoor play sets, playgrounds, social networks, etc.).

• Support to integrated media-social projects (TV; Internet; play, documentary, and animated films) aimed at formation of social competences and targets; gaining experience of positive social attitudes and civic values.

• 2012-2015Centralized promotion of basic standards and new regulatory framework, their implementation (including “new contact”).Support to leading regions’ pilot projects of implementing federal policies through catalytic subsidies.Launching Federal projects of open education and socialization.

• 2016-2020Educational policy decentralization, support to regional initiatives.Development of non-government sector of socialization and education.

Modernization stages:

STRATEGY 2020: TERTIARY EDUCATION

Key Labor Market Challenges in 2020

• Up to 25% of the able-bodied population cannot “find their place on the market” due to the gap between their ambitions, competences and the job offers available

• Creative workforce and highly-qualified employees are flowing out of the country (the new generation of workers are more mobile and have modern language skills)

• The migrant workers coming from the Far East and Asian republics tend to seek permanent residence at a new place rather than work temporarily (just like in the European countries during the 80s and 90s)


фото

фото

Structural maneuvering and internal economizing are plausible in the field of education

фото

фото

фото1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

0

500

1000

1500

2000

2500

3000

17191703

15981467144514901465

1379128612781257

130812801333139914551450

16751839

20732223

23992559 2575

2484255426032470

2295 2324

15571599

163816701686170017121726

17381742174217291625

149414741521

1494

14051308 12981276

132612961347

14101462 1455

16761839

2071 2010 год

2020 год

Age

Num

ber o

f peo

ple,

thou

sand

Russian demographic data: historical data and the forecasts

2012

Growth in the number of children of school age:

by 22%

Decrease in the number of people aged 17-20:

almost by 30%

28

2020

фото

фот

фото

Grades 10,11,

(12) (Complete sec. school

education)

Prim.educ

ation Sec.educa

tion

Higher

education

Labor market, military service, other countries

Further education opportunities for adults

Grades 5 to 9

Grade 1 to 4

Pre-school age children

Not catered to by the daycare

centers

0.29

0.24

0.08

0.21

0.76

0.03 0.140.49 0.42 0.17 1.37 0.64

0.63

0.02

0.023

0.22

1.29 0.95

0.540.63

1.41

1.07

0.04

0.34

0.01

University Enrollees and Graduates Structured Flows in 2009 (mln. of people)

29

Funds Allocated for Financing Secondary and Higher Education in Russia and Other Countries of the World

(Per Capita Expenses)

США

Швеция

Великобритания

Япония

Нидерланды

Испан

ия

Австралия

Финляндия

Франция

Герман

ияКорея

Польша

Чехия

Мекси

ка

Бразилия

0

5000

10000

15000

20000

25000

30000

Третичное, 2007 Россия - третичное, 2009 Россия - третичное, 2020

US D

olla

r (Pu

rchs

ing

Pow

er P

arity

) 200

7

Sec.&Higher Edu-cation

Sec.&Higher Education in Russia, 2009

Sec.&Higher Education in Russia, 2020

USA

Sw

eden

UK

Japa

n

The

Neat

her.

Spai

n Au

s-tr

alia

Fin

-la

nd

Fran

ce

Germ

any

So

uth

Ko-

rea

Pol

and

Cze

ch R

epub

-

lic M

exic

o

Braz

il


Structural Changes in Learner Cohorts (During the Last 2 Decades)

фото

фото*Sample data provided by the Federal

State Statistics Service

1950 1960 1970 1980 1990 2000 2010

9%15%

25% 23% 25%31%

66%

Sudden growth in the number of university students in 2000-2010*

1989 2008

29.4%

11.4%

32.7%

15.7%

37.9%

28.5%

7.1%

37.2%

высшее - по договорамвысшее - за счет бюджетных средствсреднее - по договорамсреднее - за счет бюджетных средствначальное

Higher education

Secondary education

Primary edu-cation

Higher education (tuition fee paid by parents/student)

Higher education (tuition fee covered by the public funds)

Secondary edu-cation (tuition fee paid by parents/student)

Secondary edu-cation (tuition fee covered by the public funds)

Primary edu-cation

31


Educational Program Participants

фото

фот

фото19892008

29.4%11.8%

32.7%

22.6%

37.9%

65.7%

НПО СПО ВПОPrimary education

Sec-ondary education

Higher education

Student cohort structure in the US publicly-funded HEIs in 2009 Student cohort structure in Russia

47.5%52.5%

2-летние 4-летние2-year pro-grams

4-year pro-grams

Applied skills and competences

obtained

34.4%

62.1%

32


Psychological Aspect in Obtaining a University Degree

фото

фот

фото

How important is it for you today to obtain a university degree?

безусловно важно

скорее важно

скорее не важно

безусловно не важно

затрудняюсь ответить

68%

22%

5%

2%

3%

63%

25%

7%

3%

2%

20092007

Undoubtedly impor-tant

Somewhat impor-tant

Somewhat unim-portant

Undoubtedly not important

There is no exact answer

23%

62%

15%

В колледж

В вуз

Затрудняюсь ответить

If the post-secondary school graduates could have got a better salary than or the same salary as the HEI graduates, what degree would you have recommended your child to obtain, that of a HEI or that of a post-secondary school? 2010

A post-sec-ondary school degree

A HEI degree

There is no exact answer

33


The Value of Higher Education and the University Graduates’ Qualifications

фото

фот

фото

Young people who obtained a degree from a HEI

Исполнители высшей

квалификации

Служащие, офисные

работники

68.2% 73.5%

31.8% 26.5%

Нуждались в дополнительном обучении на рабочем местеПочти сразу начинали полноценно работать

Became full-fledged employees right at the start

Needed further on-the-job training

Highly-qualified junior rank-and-file employees

Salaried men, of -fice personnel

The share of employers who think the educational establishments’ graduates need further training (as at 2006)

2000 2005 2010 (оценка)

50.1%

68.4%

89.5%

2001 2005 2009 2015 20210

0.5

1

1.5

2

2.5

0.24 0.19

0.61 0.590.49

0.23 0.14

0.43 0.460.42

0.23 0.19

0.681.11

1.37

1.21.15

Школа НПО СПО ВПО

mln

. Of p

eopl

e

School

Primary education

Secondary education Higher

education

Number of educational establishments’ graduates at the labor market, mln. of people


Up to 25% of the First-Year Students Do Not Possess Even the Basic Competences for Continuing Their Education Successfully

фото

фот

фото


фото

фот

фото

Enrollees’ minimal USE points (incl. only the competing students whose tuition fee is covered by the public funds)

15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 950

100

200

300

400

500

600<40 баллов 40-75 баллов >75 баллов

Минимальные баллы ЕГЭ

Кол-

во в

узов

с со

отве

тств

ующ

ими

балл

ами

по

ЕГЭ

Num

ber o

f HEI

s req

uirin

g th

e nu

mbe

r of U

SE p

oint

s

Minimal Unified State Examinations (USE) point re-quirements

Less than 40 points

40 to 75 points More than 75 points

35


фото

фот

фото


фото

фот

фото


Graduates entering the labor market, including the introduction of applied baccalaureate degree programs, millions of people

фото

фот

фото

In 2021, the share of applied bachelor-degree programme graduates is expected to amount to 28.4% of the employment market.

36

Higher education

Applied baccalaureate degree programmes

Secondary-level vocational education

Vocational training programmes (primary-level vocational education)

School

Performance-based contracting for

teachers

According to HSE “Monitoring of education

markets and organizations (MEMO)”: December 2010

Secondary vocational education Higher education

37

Actual average level of wages

Level of wages needed to attract a target profile teacher (“dream teacher”)

Level of wages needed to attract young promising teachers

Level of wages required to ensure that teachers can stay focused on their main professional activity

in thousands of rubbles

Inertia scenario issues

38

Low level of wages and unsatisfactory quality of the teaching faculty body

Low prestige of the primary- and secondary-level vocational education

Education programmes lag behind their international counterparts; “provincialism”

Poor level of the student body education profile, low motivation to study

Low quality of fee-based education programmes = higher education “underprivileged trap”

Insufficient transparency of the higher education system for customers and for the government

Low level of adults involvement in further education programmes

Additional financial support

required

PERFORMANCE-BASED CONTRACTING FOR TEACHERS

SUPPORT AND DEVELOPMENT OF INTERNATIONAL AND NATIONAL-LEVEL RESEARCH INSTITUTIONS

NATIONAL OPEN UNIVERSITIES

STUDENT LOANS FOR EDUCATION

MAINTENANCE ALLOWANCES FOR UNDERPRIVILEGED STUDENTS AND STUDENTS LIVING AWAY FROM HOME, TO THE AMOUNT OF THE MINIMUM MONTHLY WAGE

Key measures: tertiary education

No additional financial support required from the budget

APPLIED BACCALAUREATE DEGREE PROGRAMS

SHORT-TERM PROGRAMMES TO DEVELOP QUALIFIED SKILLS IN APPLIED AREAS

INTRODUCTION OF THE MINIMUM EDUCATION REQUIREMENTS FOR THOSE ENTERING STATE-SUBSIDIZED PROGRAMMES

INDEPENDENT STATE CERTIFYING EXAMINATION

VOLUNTARY PROFESSIONAL CERTIFYING EXAMINATION

«MONEY FOLLOWS THE STUDENT» APPROACH

THE COST SET FOR FEE-BASED EDUCATION PROGRAMMES CANNOT BE LOWER THAN THE REGULATORY STANDARDS FOR PROGRAMMES FUNDED FROM THE STATE/PUBLIC BUDGET(S)

ENSURE TRANSPARENCY OF EDUCATION INSTITUTIONS AND PROGRAMMES

MONITORING OF ALUMNI CAREER DEVELOPMENT AND INCOME

MODERNIZATIONS OF THE EDUCATIONAL INSTITUTIONS NETWORK IN THE REGIONS

Bridging the labor market and tertiary education

40

To develop regulatory documents to enable implementation of education programmes for adult students by for-profit organisations to provide officially-certified advanced/further professional training; also, to enact regulations that enable these organisations to compete with educational institutions for public contracts.

To develop mass entrepreneurial education/training programmes for small- and medium-sized businesses (including voucher co-funded educational and training courses for new entrepreneurs in high-priority industries, such as telecommunications, biotechnology, power production etc.)

To establish an educational/training centres network in the countries supplying the labour force to Russia (NIS countries), to ensure their integration into the Russian vocational education system in order to improve the skills and qualifications of migrant workers.

To establish a voucher co-funded professional education and training system for disadvantaged populations, including the unemployed, retired, and ethnic minorities (including, alongside with migrant workers, indigenous populations of the Russian North and Far East).

To allocate state subsidies to provide retraining for the unemployed youth (representatives of the “excessive higher education” generation)

To enable foreign educational providers to have a limited regulated access to the adult education system in technological fields where Russia notably lags behind.

OECD EDU – S eptember 18, 2012

Documents

Transcript of OECD EDU – S eptember 18, 2012