Regional Differences in Access to Educational Resources, Academic Results and Students’ Trajectories in Russia (original) (raw)
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Perspectives of Science & Education, 2024
Introduction. With the change of generations, changes in the socio-economic conditions of life, global processes affecting local levels, the previously habitual mechanisms for the functioning of social institutions, in particular, education, also change. Restrictions on entry into the higher education system generate competition for state-funded places, and the USE mechanism is a key way to select the most talented and capable applicants. School graduates find other ways to universities because of the competitiveness and complexity of the Unified State Exam, along with the traditional trajectory of entering a university. The purpose of the study is to identify and analyze the educational strategies that Russian school graduates choose, the factors that determine this choice, and the problems that give rise to the variety of educational trajectories of graduates. Materials and methods. The study was conducted using an online survey among first-year students of two Volgograd universities – Volgograd State University and Volgograd State Technical University in October 2022 (N=527), the task of representation by gender and age was not set. Methods: analysis of sources, online survey, scaling, mathematical statistics (calculation of arithmetic mean), analysis of frequency distributions, analysis of contingency tables. Results. The quality of preparation for the USE is provided not only by general education schools, but also by various forms of additional education, tutors, courses, online schools. The overall level of USE results in the Volgograd region, based on average values, fluctuates in the range of 45-55 points out of 100, while the average scores for admission to the studied Volgograd universities, which were included in the study area of the authors, are 66.4 and 68.7 points, and in the capital - much higher. However, as the analysis of empirical data shows, the decision to enter a university is made on the basis of a wider range of factors, including the territorial location of the university, family traditions, and the socioeconomic status of the family. A rational approach to the implementation of the educational strategy gives rise to the so-called. "transit" trajectory of entering the university after college graduation. Admission to an institution of secondary vocational education can be an intermediate stage (for example, the share of college graduates in full-time departments of universities in Volgograd is 13%, in Russia – about 21%), or be the ultimate goal of the educational trajectory. Conclusion. Admission to a university after the 11th grade brings to the fore the quality of education in schools and preparation for the Unified State Exam, as a tool for the competitive selection of applicants applying for state-funded places at a university. Entering a university after graduating from college is not the most popular strategy, but it avoids the procedure for passing the exam, since admission is based on the results of the university's internal exams. Entering college after the 11th grade is a forced measure and reflects the problems of limited access to higher education on a budgetary basis, competition among applicants, poor preparation for the Unified State Examination, low level of family well-being, etc.
Russia In Global Education Space
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INFORMATION INSTITUTIONALIZATION OF THE RUSSIAN STUDENTS: THE CHALLENGES OF GLOBALIZATION
The impact of globalization on the structure of modern society manifests itself in the social landscape's changes. From the point of view of the structure of social and spiritual landscape of modern Russian society we can distinguish three large groups of young Russians: traditionalists, neo-traditionalists and people with mentality of European modernism. Sociological research was done by methods of narrative interview and "case-study" among the students of the Herzen University (N=15). We used the sample of "available cases". So the results of our study cannot be considered explicit. But we tend to consider the study results as a representative. The obtained statistical indicators made it possible to combine data and perform analysis in its entirety. The results of the study showed that information institutionalization of our students are not sufficiently supported by the depth and breadth of ethnic and cultural information. The level of interethnic tolerance depends on the degree of information institutionalization. The majority of our respondents can be attributed to the holders of the traditionalist mentality, a minority –mentality of European modernism. Keywords: globalization, traditionalism, neo-traditionalism, students, information institutionalization.
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В статье исследуются региональные различия в выборе образовательной траектории после 9-го класса, а также динамика этих различий с 2000 по 2017 гг. В наблюдаемый период произошел рост неравенства между регионами в доле учащихся, выбравших академическую траекторию. С использованием динамического алгоритма трансформации временных шкал было выделено три типа региональных сценариев динамики этого показателя. Первый тип отражает постепенное снижение доли учащихся, выбравших академическую траекторию, в период с 2000 по 2017 гг. В регионах второго типа снижение этого показателя началось позднее, с 2006 г. Регионы третьего типа показали резкий спад доли выпускников 9-х классов, выбравших академическую траекторию, в период с 2001 по 2003 гг., а затем значительный рост этого показателя в 2014—2016 гг. В рамках теории социального неравенства Пьера Бурдье, адаптированной американскими географами для исследований пространства, факторы различий в сценариях рассматриваются в разрезе двух аспекто...
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Аннотация. Решение стратегических для отечественной системы образования задач, связанных с повышением качества и конкурентоспособности российского образования, интеграцией российских вузов в мировое научно-образовательное пространство, определяет актуальность изучения психологических особенностей и, в частности, карьерных ориентаций и карьерных планов иностранных студентов, выбравших для обучения вузы России. В статье представлены результаты изучения карьерных планов иностранных студентов, обучающихся в вузах России. Выборку исследования составили 42 студента из стран СНГ и дальнего зарубежья, обучающихся в вузах России. Сбор эмпирических данных осуществлялся с помощью опросных методов (Опросника измерения карьерных ориентаций Э. Шейна; модифицированной методики оценки яркости-четкости представлений Д. Маркса и авторской анкеты, направленной на изучение карьерных планов). В результате исследования установлено, что иностранные студенты, приехавшие на обучение в Россию, ориентированы на построение карьеры в рамках выбранной специальности, имеют достаточно четкие представления о последовательности развития индивидуальной карьеры, рассматривая опыт обучения за границей в качестве важного ресурса карьерного роста. Основными критериями успешной карьеры и целевыми ориентирами для респондентов выступают материальное благосостояние, возможность самореализации в профессиональной деятельности, стремление занять экспертную позицию в организации. Для трети участников исследования обучение в зарубежном (российском) вузе выступает в качестве начального этапа миграционной стратегии. Для иностранных студентов, принявших участие в исследовании, характерно стремление к стабильности и безопасности в выборе места работы, ориентация на согласование индивидуальных жизненных ценностей с основными целями и задачами реализуемой профессиональной деятельности. Основные стратегии достижения карьерных целей связаны с готовностью тратить больше времени на решение трудовых задач за счет сокращения времени на отдых и свои интересы, ориентацией на самоконтроль в проявлении эмоций и чувств в ситуациях профессионального взаимодействия. Полученные данные могут быть полезны при планировании и реализации работы по адаптации иностранных студентов к образовательной среде вуза, организации долгосрочного взаимодействия с выпускниками вузов.
Общество: социология, психология, педагогика, 2021
The article is devoted to the study of the problem of socio-cultural adaptation of foreign students in a pedagogical university. Due to the expansion of international educational contacts, the increase in the number of foreign students not only in metropolitan universities, but also in provincial ones, the integration of foreigners into the Russian education system is becoming one of the priority areas of activity of pedagogical collectives of universities. The works of scientists and teachers dealing with this problem are analyzed. The article is based on the results of a study of the adaptation of foreign students to the Russian environment in one of the provincial universities of the Trans-Urals. The analysis resulted in the conclusion that only thanks to pedagogical support and active work on engaging in leisure, socially significant activities, foreigners were more likely to contact Russian students, their adaptation process accelerated, the results of sessions improved, anxiet...
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