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Problems: Outdated quality of Russian education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
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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)
Высшая школа экономики, Москва, 2011
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Structural maneuvering and internal economizing are plausible in the field of education
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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
Высшая школа экономики, Москва, 2011
Structural Changes in Learner Cohorts (During the Last 2 Decades)
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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
Высшая школа экономики, Москва, 2011
Educational Program Participants
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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
Высшая школа экономики, Москва, 2011
Psychological Aspect in Obtaining a University Degree
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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
Высшая школа экономики, Москва, 2011
The Value of Higher Education and the University Graduates’ Qualifications
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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
Высшая школа экономики, Москва, 2011
Up to 25% of the First-Year Students Do Not Possess Even the Basic Competences for Continuing Their Education Successfully
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Высшая школа экономики, Москва, 2011
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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
Высшая школа экономики, Москва, 2011
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Высшая школа экономики, Москва, 2011
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Высшая школа экономики, Москва, 2011
Graduates entering the labor market, including the introduction of applied baccalaureate degree programs, millions of people
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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.