Quality of Education and Its Evaluation: An Analysis of the Russian Academic Discussion

Gurova, Galina; Piattoeva, Nelli; Takala, Tuomas

doi:10.1080/10564934.2015.1107377

Cited by 16 publications

(11 citation statements)

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“…These studies were of particular interest to Russian researchers of education because of their methodological aspects. Russian scholars were eager to learn from participation in such studies in terms of both testing techniques and the sociological analysis of educational achievement (Gurova et al, 2015). While the results of Russian students in TIMSS and PIRLS were quite high, this was not the case in PISA.…”

Section: Transition: Customized Quality In Autonomous Schoolsmentioning

confidence: 92%

“…In England and New Zealand, which are often referred to as the birthplaces and the 'classic cases' of NPM, the transition to this governance paradigm was presented as a remedy for the shortcomings of traditional bureaucracy and a way of reducing the burden on taxpayers (Hood, 1991; see also Barzelay, 2001;Diefenbach, 2009). In Russia in the 1990s similar ideas and practices developed primarily as a breakaway from the Soviet past and as a result of an abrupt transition to market economy (for a more detailed discussion, see Gurova et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…New books on pedagogical management suggested that to ensure good management of a school its administration should define the desired educational outcomes on the basis of the identified needs and expectations of this school's customers (students, families, local community, society and the economy at large), and obtain information on whether these outcomes were achievable. Quality was reconceptualized as individually tailored and to be captured through descriptive rather than numerical indicators (Gurova et al, 2015). Evaluation of quality was understood primarily as self-assessment at the level of schools, teachers and students for immediate feedback and improvement.…”

Section: Transition: Customized Quality In Autonomous Schoolsmentioning

confidence: 99%

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Soviet, post-Soviet and neo-liberal: Governing Russian schools through quality assurance and evaluation

Gurova

2017

Policy Futures in Education

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This paper problematizes the dichotomy between neo-liberalism and socialism and the tendency to view the post-socialist condition as a process of convergence with 'Western' and 'global'. It does so by analysing the development and implementation of a quality assurance and evaluation (QAE) policy in school education in the context of the Russian Federation. Since the dissolution of the Soviet Union, Russian national QAE policy has changed greatly and currently resembles the agendas of transnational organizations in education. At the same time, the national policy and the political discourse on quality continue to draw on Soviet as well as post-Soviet legacies. Juxtaposing the case of Russian QAE policy with theoretical models of post-bureaucratic governance in education, the paper also questions clear-cut distinctions between 'old' and 'new' governance regimes. The analysis in the paper is guided by two questions: 1) What has changed and what has remained unchanged in Russian education policy with the transition from the Soviet period to current state? and 2) How do different legacies and influences contribute to the QAE policy implemented at the local level? The brief inquiry into the history of Russian QAE policy focuses on three periods: post-war Soviet Russia, the transition period of the 1980-1990s and modern Russia. Recognizing the specific characteristics of each of the reviewed periods, the paper highlights complexities, contradictions and continuities within and between previous and present regimes of education governance in Russia. The analysis of the QAE policy implemented at the local level demonstrates the blending of diverse legacies, and the prevalence of Soviet-era practices in school governance.

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Section: Transition: Customized Quality In Autonomous Schoolsmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Transition: Customized Quality In Autonomous Schoolsmentioning

confidence: 99%

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Soviet, post-Soviet and neo-liberal: Governing Russian schools through quality assurance and evaluation

Gurova

2017

Policy Futures in Education

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“…First of all, he has to bring up modern people and understand all the nuances of world civilization development. The result of the education is the main thing in education evaluation (Gurova, Piattoeva, & Takala, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

Russian As A Foreign Language Teacher’s Professional Culture In The Globalized World

Shaklein¹

2019

The European Proceedings of Social and Behavioural Sciences

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The article deals with the problems of formation professional culture of a teacher of Russian as a foreign language (further -RFL) in the globalized world. On analysing and generalizing relevant scientific materials the authors conclude that the professional culture of an RFL teacher is deeply connected with the trends actual for modern changing world. On analysing the changes of modern ideological sphere, the authors argue that modern world sees the increasing role of global culture. At the same time, we see the growing popularity of antiglobal ideas. The article points out that an RFL teacher does not have to be a professional ideologist, globalist or antiglobalist. But they have to bring up adequate modern people and so they have to understand all the nuances of modern civilization development. The article in terms of aspectology defines theoretical and practical aspects of teaching RFL. The novelty of the article lies in the fact that it defines the structure of the professional culture of an RFL teacher and shows the contents of each component of this structure. Among the theoretical aspects we see civilizational, ethnological, national, communicative, social and stratificational ones. The practical aspects include considering national education system, psychological traits of the students and mastering new technologies as a key quality of a professional in the global world.428 § broaden possibilities of distant learning of RFL.However, electronic means of education cannot replace face-to-face communication of teachers and students and linguistic and cultural environment of a university -neither now, nor in the future.

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“…We also followed discussions at Russian academic seminars, in person and online. The development of the QAE system in Russia was also traced through a review of academic journals and books in Russian from 1990 to 2014 (see Gurova, Piattoeva, & Takala 2015). These forums included academic publications and expert discussions and essays by researchers, teachers, and members of parliament.…”

Section: Data Collection In Three Contextsmentioning

confidence: 99%

Layers of reflectivity in comparative research

Kauko¹,

Centeno²,

Piattoeva³

et al. 2018

Politics of Quality in Education

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Introduction: reflective researchOne of our research project's assumptions is that the topic of quality assurance and evaluation (QAE) is political: it is an important framing factor for education, a major interest for many different stakeholders, and a governance tool (Nóvoa & Yariv-Mashal 2003). In this respect, it is possible that our research will be used for political purposes, an aspect most of our research participants and fellow researchers certainly recognise. Self-reflection is therefore essential.In Chapter 1, we discussed our ontological and epistemological premises and how the analytical framework on which we draw, Comparative Analytics of Dynamics in Education Politics (CADEP), directs our focus to three dimensions we see as relevant for an understanding of the questions raised in complexity studies and the approaches of political science to contingency. While the previous chapter addressed the "why" question of our research, here we open more broadly the questions "how" and "what". There is no simple answer to these questions, because the shared view of scholars is that research is never as straightforward as research reports describe -and in this respect, this book is no exception. Our research journey has taken a route with paths, streets, cul-de-sacs, and wanderings through uncharted territories. As a research consortium, we have held CADEP as a compass, while continuously debating its interpretation. A description of this journey is needed for validity: indeed, sharing our journey is as important as arriving at our destination. In this chapter, we therefore chart it as fully and as critically as possible.We believe the key to maintaining validity in a qualitative research project such as ours is to adopt a reflective approach throughout. We share the view iterated by many scholars, but which Alvesson and Sköldberg (2009) aptly describe and summarise, that interpretation, and the interpretation of interpretation, is the key feature of research. They state that reflective research considers four elements, which we highlight here and discuss further in the following sub-chapters.• Researchers should be conscious of the interpretation made. We have channelled the interpretations from the outset with the help of the CADEP analytical framework. Despite this shared analytical starting point, Interpretation: comparing three dimensions of dynamicsWe continue this reflection on the nature of our research by addressing the question of our analytical framework in relation to those of others. Our research concentrates on understanding the political dynamics in QAE. To

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Quality of Education and Its Evaluation: An Analysis of the Russian Academic Discussion

Cited by 16 publications

References 41 publications

Soviet, post-Soviet and neo-liberal: Governing Russian schools through quality assurance and evaluation

Soviet, post-Soviet and neo-liberal: Governing Russian schools through quality assurance and evaluation

Russian As A Foreign Language Teacher’s Professional Culture In The Globalized World

Layers of reflectivity in comparative research

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