This report describes the most recent trends in schooling and education policy in the Russian Federation, and analyses the education reform initiatives under way.

Taking account of challenges and pressures caused by Russia's transition, this book offers a set of specific recommendations for policies to address key issues of access, quality in teaching; new directions to diversify and deliver tertiary education; the quality of research, and governance.

A collection of essays which examine the reform of the educational system in post Soviet Russia in historical and comparative perspective.

OECD's 2001 review of Latvia's education policies and programmes.

This book explores the changing nature of growing-up working-class in post-Soviet Russia in a time of economic reform. Based on extensive research, it analyses the strategies of contemporary vocational education graduates and highlights their significance for wider processes of social change and social stratification in post-Soviet Russia.

This two-volume compendium brings together leading scholars from around the world who provide authoritative studies of the old and new epistemic motifs and theoretical strands that have characterized the interdisciplinary field of comparative and international education in the last 50 years. It analyses the shifting agendas of scholarly research, the different intellectual and ideological perspectives and the changing methodological approaches used to examine and interpret education and pedagogy across different political formations, societies and cultures.

Since 1991, the Russian Federation has dealt with extreme political, economic, and social change. On the national level and at the local level, opponents of democratic reforms have retained their control of many important offices. This has resulted in contradictions and confusion in regards to national and local laws and policies, and has had little impact on local educational policies and practices. Added to this general crisis of Russian education reform is the inability of so-called Western education experts to comprehend the complexities and cultural differences of Russia and its education system when compared to the west. There have been several studies of business management ideology since the breakup of the Soviet Union, but American and Russian comparative educational leadership studies are not to be found. Inquiry has produced no empirical studies in Russia, and only two American empirical studies that have direct bearing on this research. Also, studies by the Organization for Economic Cooperation and Development, the United Nations Educational, Scientific and Cultural Organization, and the World Bank have looked at the total educational system with little or no specific study of educational administration. The purpose of this descriptive study is to obtain an impression of how secondary school educators in the Russian Federation and the United States perceive their job responsibilities and organizational structure. This research study is of interest in terms of realizing the similarities and dissimilarities of Russian and American educational leadership. The survey instrument, based on Hofstede?s Values Survey Module 1994, was distributed among secondary school administrators and faculty at Colquitt County High School in Moultrie, Georgia and their professional counterparts at Secondary Comprehensive School No. 56 in Novokuznetsk, Russia. The collected data may help in understanding organizational dynamics in general and allow for the judgment of cultural contexts on Russian and American educational leadership. This research study makes broad use of materials drawn from Russian and Western publications, government documentations, and other scholarly analyses.

This book provides a detailed analysis of the social problems facing the Russian Federation, and develops proposals for continuing reform to improve the economic fundamentals, including the productivity, while at the same time ensuring that social and labour market policies become more effective.

OECD's periodic survey of the Russian economy. This 2009 edition includes chapters on stabilisation and renewed growth, growth-friendly fiscal policy, more flexible exchange rate policy and more effective monetary policy, making the banking sector ...

Comparative Education: The Dialectic of the Global and the Local, Third Edition brings together many of the outstanding scholars in the field of comparative and international education to provide new perspectives on the dynamic interplay of global, national, and local forces as they shape the functioning and outcomes of education systems in specific contexts. Various chapters in the book call for a rethinking of the nation-state as the basic unit for analyzing school-society relations; provide new ways of conceptualizing equality of educational opportunity and outcomes; call attention to the need to study social movements in relation to educational reform; emphasize the value of feminist, postcolonial, and culturally sensitive perspectives to comparative inquiry into the limitations as well as potential of education systems to contribute to individual development and social change; and provide detailed critical accounts of how various international financial and technical assistance agencies shape educational policy and practice in specific regions of the world.