Changes in Education Start with Innovations ‘from Below’
Competition of innovations in education (KIVO–2017)
On June 5th, the results of the Competition of Innovations in Education (KIVO–2018) were announced. The competition was organized by the HSE Institute of Education together with the Rybakov Fund. Out of 503 applications, the jury selected 28 projects. Their authors will take part in an innovation accelerator summer school, which will take in Moscow in late June. The competition finals will be held in autumn.
The competition turned 5 this year, and during these years, it has received over 3,000 applications and been supported by dozens of partners, including the Agency of Strategic Initiatives and the Prosveshchenie Group, as well as leading universities and IT companies. The overall winner gets a travel grant for a trip to any country to develop its project and become familiar with the international experience. All the other finalists leave the competition with a ‘bag’ of presents from the sponsors.
But this is not the main goal of the competition. According to Diana Koroleva, the competition director, the competition has repeatedly become an incentive for further development and monetization of the projects. The most vivid example is Kodabra, a programming school for children aged 6–14. This project made it to the finals in 2015, when it was hardly known to anyone, and today it’s a leader in teaching programming to kids not only in Moscow, but in other cities as well. Participation in KIVO is a good opportunity for advertising: paradoxically, some projects gain popularity in their regions only after having been recognized in Moscow.
This year, the competition accepted applications from 20 countries: it was for the first time that it was possible to apply in English. Another feature is the growing number of applications made by school and university students. But generally, the demographics of innovators remain the same and include educators and entrepreneurs. Both categories include parents who are interested in changing the education system because their kids study in it.
This year, most of the project submitted for the competition were dedicated to continuing education, secondary and high schools. The reason for the interest in continuing education is that this sphere is less regulated by the authorities, and doesn’t have any formal educational standards, so there are minimum obstacles for implementing innovations. The projects for secondary and high schools have been mostly related to final exams: the innovators are looking for better ways to prepare for the EGE and GIA tests. The share of projects related to preschools has grown this year: it is believed that kids get many important competencies at a pre-school age, so parents pay maximum attention to their children’s development on this stage.
During all five years of the competition’s existence, researchers from the HSE Institute of Education have been studying innovations and innovators in education. The information received from the competition participants has become empirical data for other studies. The changes in education start with innovations ‘from below’, since the traditional mechanisms of management and reformation aren’t always effective during fast growth, believes Tatiana Khavenson, Research Fellow at the International Laboratory for Education Policy Analysis. And such innovations should be studied in order to manage them and improve their efficiency.
The main factors promoting innovation in education are educational background, job, family and the social environment. Sometimes an innovation project becomes a study task or an academic study, Diana Koroleva said. Or, for example, parents of future school students understand that he or she won’t be able to get the necessary skills as part of the traditional educational system, and open an innovative school or pre-school. Family ‘innovations’, such as toys or games, also can be ‘packed’ and mass -produced. Innovation impulses can evolve anywhere, even from the state, although it is very uncommon when it creates incentives for innovations in education ‘from below’.
There are a lot of innovations in Russian education at the stage of an idea or the start of a project, but only a few of them become successful, and the annual selection for KIVO is the best confirmation for that. ‘The way of innovation is long and challenging, and not all innovators achieve the realization of their project’, Tatiana Khavenson said, ‘But, to paraphrase the Nobel Prize winner Edmund Phelps, the more people pave this way, the more innovations in education will be implemented’.
Students from both HSE Moscow and HSE St. Petersburg have made it to the finals of the ICPC-2020 World Programming Championship. They were among the best teams at the semi-finals stage of the championship, which took place last weekend in St. Petersburg.
The 2019 Innovations in Education Competition, organized by HSE University’s Institute of Education and the Rybakov Foundation, received more than 600 project submissions. First prize went to a St. Petersburg-based team for a project that aims to combat bullying against hearing-impaired children. The winners received an internship grant valid in any country in the world courtesy of the Institute of Education.
applications from 15 countries and 151 cities have been submitted for the 2019 Сompetition of Innovations in Education, which is a 20% more than last year. This time, the three most popular categories were Continuing Education and Training (238 applications), School Education (218), and Gaming and Interactive Technologies (126).
According to a report by the Organization for Economic Cooperation and Development (OECD) entitled Measuring Innovation in Education 2019: What Has Changed in the Classroom?, Russia ranked among the top three countries where schools are changing most rapidly.
This is the first project in the five-year history of the competition that is not directly related to social issues. The project’s authors will receive a travel grant and the opportunity to present their start-up anywhere in the world.
Thuy Tien Huynh, a 21-year-old from Ho Chi Minh City, Vietnam, has long been interested in Russian language and culture, classic Russian literary works, movies, and music from the Soviet era. While searching for opportunities to study abroad in Russia as a student in the faculty of Russian Linguistics and Literature at the University of Social Sciences and Humanities in Vietnam, she came across information on the HSE International Olympiad and decided to give it a shot.
On April 4, the winners of the First International Data Analysis Olympiad (IDAO) were announced. The event was organized by the HSE Faculty of Computer Science, Yandex, and Harbour.Space University (Barcelona) with the support of Sberbank. Magic City team from St. Petersburg took out first prize, a team from the Ukraine came second, and the Apex team from Belarus came third.
On February 20, the first online stage of the International Data Analysis Olympiad (IDAO) was completed. IDAO was organised by the Faculty of Computer Science of the Higher School of Economics in partnership with Harbour.Space University (Barcelona), Yandex and with the Gold sponsor, Sberbank.
Registration is now open for the Open Doors: Russian Scholarship Project, Russia’s first competition for international students applying to Master’s programmes. With registration open until January 15, 2018, the competition consists of two remote stages: a portfolio contest and an online contest. The first stage will take place from December 1 to January 15.
The winners are ‘d notation’, an app that is capable of imputing sheet music and learning music notation on smartphones, tablets and interactive whiteboards (from St. Petersburg), and Dysgraph, an online service that’s used to diagnose and treat dysgraphia in children (from Krasnoyarsk).