It is possible to enrol at a Russian university without sitting the Unified State Exam (USE) via a 'hybrid' vocational track originally created to encourage upward mobility of disadvantaged social groups. According to the authors of Slipping Past the Test: Heterogeneous Effects of Social Education in the Context of Inconsistent Selection Mechanisms in Higher Education, this pathway to university is also frequently used as a strategic option by students from upper-class families. These individuals constitute almost 40% of those entering university via a vocational track.
Researchers from the HSE Institute of Education surveyed teachers in vocational secondary schools in the Moscow Region, and compared the new advantages and disadvantages brought by the new conditions in their lives.
The report entitled ‘Twelve Solutions for New Education’, prepared by the Higher School of Economics and the Centre for Strategic Development, was presented at the XIX April International Academic Conference. Professors Martin Carnoy and Tomasso Agasisti, international experts on education and conference guests, have shared their views on the issues and initiatives highlighted in the report.
Professor Bjørn Stensaker, who teaches in the Department of Education at the University of Oslo, will be the plenary speaker at the 8th International Conference on Higher Education Research organized by the Russian Association of Higher Education Researchers in Moscow. The conference is due to take place October 19-21. In a recent interview with the HSE News Service, Professor Stensaker spoke about his latest research and the trends he sees in higher education, including the growing role of technology.
In late July 2017, IOE held its fourth international summer school 'Test Development in Psychology and Education: Theory and Practice'. Organized by the IOE Center for Monitoring the Quality in Education, the School aimed to provide a dynamic venue for learning about the latest advances in psychometric research and assessment design.
On July 10–13, 2017, Lisbon, Portugal welcomed the third meeting of national supervisory groups working as part of the TALIS 2018 secondary education evaluation project. Russia was represented by instructional design & practice experts Elena Chernobai and Daria Tuchkova from HSE Institute of Education.
It would seem that being surrounded by very capable classmates should boost a student's ambitions and competitive spirit and encourage hard work and high academic performance. However, according to Yulia Kuzmina, the reverse is also possible, when students feel inferior and less confident in comparison to more successful students. In her article Big-Frog-in-a-Small-Pond Effect: Is It Always Good for a Child to Study in a Strong Class? Kuzmina argues that a student's perception of their own academic success compared to other classmates can impact on their progress at school and plans to enrol in a university after school.
Students of engineering and economics, undergraduates of state universities, high performers, young people from wealthier families, and those working part-time while at university tend to expect higher salaries upon graduation.
Dr Elyssebeth Leigh, Senior Lecturer, Faculty of Education, University of Technology, Sydney – Australia will be visiting HSE Moscow to give lectures and take part in discussions at the HSE Institute of Education on May 15-19, 2017. She has been working for over 30 years as an educator and learning designer in workplaces and academic settings. As an experienced adult learning facilitator she has published four books and numerous articles and conference papers on learning and teaching. Much of this work concerns the use of simulation in learning and research.
Traditionally, postgraduate studies have been considered a school of teaching and research and a step towards an academic career. Today, however, many postgraduate students see their future outside academia and plan a corporate career instead. According to Ivan Gruzdev and Evgeniy Terentev, only 56% of postgraduate students plan a career within the academic environment.