International Education Experts Gather in Moscow
On May 20, the Days of the International Academy of Education commenced at the Higher School of Economics in Moscow. Experts from all over the world engaged in identifying global education policy trends will hold a series of meetings, master classes, seminars and open lectures. They will share their experience with Russian researchers, instructors and education policy makers over the course of three days.
The International Academy of Education (IAE) is an influential international organization headquartered in Brussels. The Academy brings together renowned education scholars and works to inform education policy based on research findings from countries around the globe. As Lorin Anderson, Professor Emeritus of the University of South Carolina (USA) explains, ‘The responsibility of the Academy is to provide insights and data that could inform policy-making. The Academy is not an advocacy group and it does not take one side or the other. It can only provide information and make suggestions that policy makers may choose to take into account. So, the role of the Academy essentially is to inform, encourage, and talk about pros and cons.’
Douglas Willms, IAE President and Director of the Canadian Research Institute for Social Policy at the University of New Brunswick (Canada), notes that the primary focus of the Academy’s research is the child.
Our main task is to ensure that all children receive an education and, as a result, achieve success
The Academy’s international meetings, in Professor Willms’s view, provide an opportunity for the open and free exchange of research findings, and of course, discussion. And since its founding in 1986, the Academy has only grown to include more voices and perspectives. ‘When the Academy first started, it was a small group of people that were involved in large-scale educational assessments. Now we have a wide variety of interests and people from a wide variety of fields, but the common interest uniting everyone is education and the development of children.’
In terms of the Academy’s membership, ‘We had a lot of members who were mostly from North America and Europe,’ he remarks. ‘Now we’ve been able to broaden our membership. We have members from Africa, Japan, South America (Argentina and so on), and we’ve also improved the gender balance. It’s still not 50/50, but it’s moving in the right direction.’
Andrey Podolsky (Professor of HSE’s Institute of Education and Professor Emeritus of Moscow State University), who specializes in developmental psychology and educational psychology, became the Academy’s first Russian member six years ago.
One of the most important skills for the 21st century is critical thinking, Professor Podolsky says. ‘When you’re conducting educational research, you need to be able to think critically. This meeting with the members of the IAE provides us with a good opportunity to get feedback on our research, evaluate its effectiveness as well as situate it in the general context.’
According to Vitaly Rubtsov, President of the Moscow State University of Psychology and Education, the Days of the International Academy of Education is a significant event. ‘This event is not only for members of the Academy, but also for many other colleagues interested in the development of modern education,’ he says. ‘Topics for discussion will include child and adolescent socialization, new methods for educational assessment, and developing new technology and methods for teacher training.’
Head, Institute of Education
On the first day of the forum, Douglas Willms, one of the leading developers of the international comparative study PISA, gave a presentation on equality and equity in education. Lorin Anderson discussed the question, 'Do International Tests Test What We Think They Test?', and Martin Carnoy, Professor at Stanford University and Head of HSE’s International Laboratory for Education Policy Analysis, shared his observations on how the problem of educational inequality is addressed in Russian public schools.
The Days of the International Academy of Education are being held in Moscow as part of the General Assembly of the International Academy of Education, which speaks to foreign colleagues’ recognition of Russian scholars’ work in the field of education. The General Assembly has been held previously in Belgium, Germany, Canada, Mexico, Australia and the United States. In Moscow, the Days of IAE will be held not only at HSE, but at the Moscow State University of Psychology and Education and Moscow City Pedagogical University, as well.
From Moscow to Brazil, South Africa, and China: Panelists Discuss Challenges and Potential for BRICS Countries in the Global Economy
On May 14, as part of the ‘World Economy’ session of the XXI April Conference 2020 an online panel attended by representatives of BRICS Network University took place. The session was devoted to the topic ‘BRICS Countries in the Global Economy’.
What does the post-COVID future have in store for museums, universities, and the media? Does big data protect us or pose a threat? What are the prospects for fashion shows, cinema, and theaters? How are different generations experiencing the pandemic? These and other issues were discussed at the annual festival of communications, design, and media.
HSE experts participated in the first international online forum, ‘The World, Post-Coronavirus: A View from the Heart of Eurasia’, which was held on April 28 in Ufa on the initiative of the Bashkortostan government. Scholars, businessmen, and politicians from different countries discussed threats, opportunities, and solutions for the economy and the social sphere.
The first research seminar of the International Laboratory of Statistical and Computational Genomics had been postponed almost a month due to COVID-19. In April, however, the event finally took place. Laboratory Head Vladimir Shchur discusses what life is like for scientists in self-isolation during the pandemic, what genomics is, and why gesturing is important when teaching online.
The ‘digital age’ of education did not just dawn — it burst upon us like a tsunami. Long-term, systematic strategies for the transition to online learning have been swept away by global problems, and primarily the COVID-19 pandemic and measures for stopping it. In this Op-Ed, Institute of Education research fellow and Russian post-doc recruiter Daria Shcheglova tells IQ.HSE how some students might have been overlooked in the feverish rush to digitalize education.
April International Academic Conference is held in a distributed format this year, with some sessions broadcast online and papers and video presentations from others posted on the conference website. Professor Dr Ger Graus, first Global Director of Education at KidZania, is an invited speaker at Digital Transformation of Education session that is also conducted in this new distributed form. His paper is devoted to preparing children for digital era through non-formal education.
The OECD Committee for Scientific and Technological Policy (STP) held its first meeting of the year in early April. HSE staff members Mikhail Gershman, Dirk Meissner and Elena Sabelnikova joined Ministry of Education and Science representatives as members of the Russian delegation to the event. Here, they explain which approaches participants discussed for combating the coronavirus and for preventing other global crises.
The Covid-19 pandemic has forced universities to switch to online learning, which will probably foster the development of online higher education. HSE University researchers joined forces with their American colleagues to demonstrate that online learning at university can be as effective as traditional in-person education. Their research used the example of technology disciplines.
Researchers at the HSE Institute of Education have used regional data to describe, for the first time in Russia, how inequality in access to education affects different parts of the Russian Federation. The research findings reveal that the key determining factors are the local economy and the proportion of people with a university degree: urbanised regions with well-developed economies and educated inhabitants are more likely to have good-quality schools, with a large proportion of students scoring highly in the Unified State Exam and going on to university. In contrast, poorer regions with low human capital see many of their school students drop out after the 9th grade, limiting their chances of further education.
On March 17, the Institute of Education hosted its annual seminar dedicated to issues in education. This year’s seminar addressed the topic, ‘Higher Education during an Epidemic: The Possibilities of Digital Technology’. For the first time in eight years, the seminar participants—representatives of Chinese, American, and Russian universities—participated in the event remotely.