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.

Comparative Education examines the common problems facing education systems around the world as the result of global economic, social, and cultural forces. Issues related to the governance, financing, provision, processes, and outcomes of education systems for differently situated social groups are described and analyzed in specific regional, national, and local contexts.

This volume consists of a collection of essays devoted to study of the most recent educational reform in Russia. In his first decree Boris Yeltsin proclaimed education a top priority of state policy. Yet the economic decline which accompanied the collapse of the Soviet Union dealt a crippling blow to reformist aspirations, and to the existing school system itself. The public lost faith in school reform and by the mid-1990s a reaction had set in. Nevertheless, large-scale changes have been effected in finance, structure, governance and curricula. At the same time, there has been a renewed and widespread appreciation for the positive aspects of the Soviet legacy in schooling. The essays presented here compare current educational reform to reforms of the past, analyze it in a broader cultural, political and social context, and study the shifts that have occurred at the different levels of schooling 'from political decision-making and changes in school administration to the rewriting textbooks and teachers' everyday problems. The authors are both Russian educators, who have played a leading role in implementation of the reform, and Western scholars, who have been studying it from its very early stages. Together, they formulate an intricate but cohesive picture, which is in keeping with the complex nature of the reform itself. Contributors: Kara Brown, (Indiana University) * Ben Eklof (Indiana University) * Isak D. Froumin, (World Bank, Moscow) * Larry E. Holmes (University of South Alabama) * Igor Ionov, (Russian History Institute of the Russian Academy of Sciences) * Viacheslav Karpov & Elena Lisovskaya, (Western Michigan University) * Vera Kaplan, (Tel Aviv University) * Stephen T. Kerr, (University of Washington) * James Muckle, (University of Nottingham) * Nadya Peterson, (Hunter College) * Scott Seregny, (Indiana University-Purdue University Indianapolis) * Alexander Shevyrev, (Moscow State University) * Janet G. Vaillant, (Harvard University)

This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.

The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. Taking critical perspectives, the chapters trace the pathways through which educators and policy actors adopted and reshaped competence-based education as promoted by the OECD, the World Bank, and the European Union. The authors ask: What purposes do competence-based educational reforms serve? How are competence-based models internationally deployed and locally modified? What happens as competence-based reforms get re-contextualized and contested in particular cultural, social, and political contexts? In their nuanced examination of these global flows, the authors theorize how competence-based reform strategies variously produce hybridity, silent borrowing, “loud borrowing,” and new social imaginaries. Although entangled with other “hot topics” in educational research —skills and dispositions for citizenship and employment; higher-order and critical thinking; and socio-emotional learning—competence itself has multiple, fluid meanings. The authors dissect this polysemy while documenting the pivotal role of key actors in the development, design, and deployment of reforms in diverse international contexts. Contextualizing Global Flows of Competency-Based Education will be a key resource for academics, researchers, and advanced students of comparative education, educational research, curriculum studies, sociology, and education leadership and policy.This book was originally published as a special issue of Comparative Education.

This book examines an intercultural translation of economics as an academic field from Western to post-Soviet university settings.

This book explores the domestic adoption and implementation of international norms. The study of normative outcomes is expanded beyond traditional studies of value conflicts and localization to explore how transnational networks and local content policies affect an international norm’s chances of reaching compliance on the ground. Empirical research from two case studies devoted to world class universities and the flaring of Associated Petroleum gas in Russia illustrate how the involvement of ‘Transnational Expertise and Experience Networks’ increases the chances norm implementation will be successful. This book shows how networks help to adapt international norms to a local context by raising awareness and motivation levels, sharing best practices and past experience of implementation. It will be relevant to students, researchers and policymakers interested in international relations and economic transition.

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.

This textbook offers a wide-ranging, comprehensive analysis of the contemporary Russian economy (as it functions in the early 2020s) concentrated on the economy, economic policy, and economic governance. Chapters cover recent Russian economic history, the economic geography of Russia, natural resources, population, major sectors and industries, living standards and social policy, institutions, governance, economic policy, and Russia's role in the global economy. The book will provide a comparative cross-country context, analysing how the Russian economy and its institutions perform compared to its peers to help students and instructors understand Russia’s strengths, weaknesses, and future challenges. Prepared by a team of leading Russian and international experts on the respective topics, this textbook will be of interest to those studying Russian economics. It will be valuable reading for undergraduate and graduate students of Russian studies, the Russian economy, Russian politics, the economics of transition, the economics of emerging markets, and international relations.

Economists and political scientists wrestle with the challenges faced by Russian officials and public alike in adapting to a market economy and democracy, including the fragility of property rights and elections still rooted in old institutional structures. This book examines the reforms of health and welfare, and the hierarchy of privilege and access, and consider how Putin's statist approach to mythmaking compares to that of previous Soviet and post-Soviet regimes. Historians and anthropologists explore the issue of nostalgia, gender, punishment, belief, and how history itself is being created and perceived today. The book concludes with a journey through the ruined landscape of real socialism.