The article offers a platform for professional and public discussion of a long-term model for Russian education and what it will look like in 2020. The article does not pretend to give an ultimate description of this model, and presents only the most basic ideas. These ideas are meant to be discussed, but they can also serve as the basis for creating a road map for the realization of the new program. The purpose of the authors is to present their vision for Russian education and determine what changes are needed in Russian education so that it can successfully rise to the challenges from: the innovational model of the development of the Russian economy (Russia’s strategic choice); the social demands of the Russian population and the need to consolidate Russian society; the need to compete globally on the markets for innovations, labor and education.

This article attempts to introduce a new paradigm of education modernization. The education system should become a key socialization institution, and it must play a leading role in forming the values, norms, attitudes, and behavioral stereotypes of the Russian population. The author shows the important effect of education on various trends in society’s development, such as social consolidation, the formation of civil identities of different social groups and ethnic cultures, social trust, successful socialization of upcoming generations, and social stratification of the Russian population. The author stresses that the sociocultural modernization of education would benefit individual, communal and national viability, and these effects should be taken into account while designing programs for the long"term socio"economical development of Russia, including the federal development program.

The article presents the results of an empirical study performed in 2004. After analyzing the collated data, the authors form a portrait of the professional practice of college teachers. They analyze the motivation and role patterns that serve as a conventional norm for college teachers. The external conditions of college teaching are investigated as well. The research has discovered both positive and negative tendencies in teachers’ professional activities. The authors have also been able to find ways of overcoming the problems they identified, and these approaches could enhance the ongoing reforms in higher education.

Various indicators play a growing role both as a tool for the analysis of education systems and an efficient instrument for education management at all levels. The article considers systems of indicators that are currently used, analyzes the problems and risks associated with the use of indicators, and discusses the most common errors. It is shown that a proper analysis of indicators can shed light on the priorities and approaches of the oversight authorities and grant providers, which set up indicators for benchmarking or for profiling grant applicants.

Development of mathematical thinking is one of the purposes of Mathematics courses. To achieve this purpose, it is necessary to organize students’ mathematical activities. Existing forms and methods of teaching mathematics need to be thoroughly revised, and new means of presenting the material should be introduced. The article suggests that one such means is the mental experiment.

Issues for Discussion: How does the modern Russian education model (including the development of education standards) take into account the results of PIRLS and PISA? How could Russia retain leadership in the PIRLS over the next five years? What should schools do in order to develop elementary learning skills (how not to discourage children)?

G.S. Kovaleva’s talk and discussion at the seminar in Current Research and Developments in Education, Institute of the Education Development, HSE, February 21, 2008. Moscow.

The first part of the article presents the main principles regulating the formation of an information analytical system and describes the purposes of such a system. This would make a comparative analysis of regional education systems possible. A highly detailed description of separate components of the system is given. These components are: methodology, organization, information, presentation, and software, each meant to complete its own specific tasks. The authors describe the thematic structure of integral and thematic ratings, and the system of specially designed indicators that are used in calculating ratings. The second part of the paper shows how to use the ratings to analyze education development. Certain aspects of pre"school education in the Russian regions are analyzed for illustration. The article should be of interest to anyone interested in the methodology of the comparative analysis of regional education systems.

http://www.nea.gov/research/ToRead.pdf (Translated in Russian by I. Friedman)

Speech at the Public Opening of the Nikolay Imperial University at Saratov, December 6, 1909 (Foreword by E.N. Penskaya)

Hewins C.M. The History of Children’s Books. http://www.theatlantic.com/doc/ 188801/childrens6books

Translated from English by I. Friedman