The Russian school system should have an important role to play in the process of democratisation and the revival and modernisation of the economy in that country. Is it in a position to respond to this task? In this book an analysis is conducted of the attempts to reform the Russian school system in the 1990s, setting the progress made and problems encountered by the schools against the broader context of political, economical and social flux in Russia as a whole.

This survey of the changes in education and socialization in the former USSR examines the institutions that are shaping the first post-Soviet generation. Chapters provide reports on such questions as diversification and the development of independent schools, curriculum reform and democratization.

Framed against the background of educational change, this book proposes to examine the relationship between curriculum change, teacher professional development, policy reform and the processes of educational change. The main aims of the book are to: (1) focus on educational changes and reconstruction in transitional societies that have undergone political, economic and social change in the past two decades, (2) provide a forum for the dissemination of research on education reconstruction and reform in transitional societies, (3) disseminate ideas that enhance both the practical and theoretical aspects of educational changes in these societies, (4) further knowledge and understanding of emerging trends and issues in education in these societies, (5) reflect the realities of educational scenarios in each transitional society. The book presents an in-depth exploration of educational reconstruction in 15 transitional societies. In each chapter, the authors have provided an overview of educational processes in the country, a distillation of education change or reform, and/or reconstruction in each transitional society. Collectively, the chapters in the book have attempted to contribute to a better understanding of the educational system in respective countries by identifying the challenges and obstacles, the policy implications, the teacher professional development needs and curriculum reform efforts.

The vivid discussion on civil society in Eastern Europe that flourished during the late 1980s and early 1990s has faded somewhat, and been partly replaced by new attempts to conceptualise the nature of social change taking place in these countries. This book strives to continue and go beyond the civil society discourse by analysing the interrelationship between education and civic culture in post-communist countries. The volume offers detailed case studies, written by specialists from the region and from Western Europe and North America, examining everyday patterns of civic culture; the linkage between education and national identity, ethnicity, gender and religion; the experience and attitudes of youth; and attempts to render education systems better suited to the demands of post-communist society.

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

A History of Education in Modern Russia is the first book to trace the significance of education in Russia from Peter the Great's reign all the way through to Vladimir Putin and the present day. Individual chapters open with an overview of the political, social, diplomatic and cultural environment of the period in order to orient the reader. Dowler then goes on to analyse the aims of education initiatives in each era before considering the ways in which Russians experienced education, both as students and as teachers. Each chapter concludes with an assessment of the outcomes and consequences of education policies in the period, both the successes and failures as well as the impact of education on the cultural, social, economic and ultimately political environments. The chronologically arranged book also traces and then summarises underlying key themes like the tension between an open system of education and an estate-based system; the push and pull between utility and the broader goal of human development; and the effects of centralized, authoritarian control that for much of the period limited local initiative and starved the regions of adequate resources.

History is not just a study of past events, but a product and an idea for the modernisation and consolidation of the nation. ‘The Use of History in Putin’s Russia’ examines how the past is perceived in contemporary Russia and analyses the ways in which the Russian state uses history to create a broad coalition of consensus and forge a new national identity. Central to issues of governance and national identity, the Russian state utilises history for the purpose of state-building and reviving Russia’s national consciousness in the twenty-first century. Assessing how history mediates the complex relationship between state and population, this book analyses the selection process of constructing and recycling a preferred historical narrative to create loyal, patriotic citizens, ultimately aiding its modernisation. Different historical spheres of Russian life are analysed in-depth including areas of culture, politics, education, and anniversaries. The past is not just a state matter, a socio-political issue linked to the modernisation process, containing many paradoxes. This book has wide-ranging appeal, not only for professors and students specialising in Russia and the former Soviet Space in the fields of History and Memory, International Relations, Educational Studies, and Intercultural Communication but also for policymakers and think-tanks.

This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.

The first history of modern Russia from 1991 to the present day by one of the leading historians of the 20th century USSR and Russia. In 1991, in a huge experiment with a people and in a state of euphoria, Boris Yeltsin abolished the USSR and recreated the Russian nation. At the point of its declaration is was in a state of economic and social disarray and yet there were high hopes. Hopes which have subsequently been dashed. Robert Service brings to bear his vast knowledge of the people and the country to put the recent upheavals into context and he shows that not everything changed for the worst 1991. The Gorbachev years have allowed the Russian people to give a priority to living a private life and shutting the door on the state. They could think what they liked. The could enjoy intellectual and religious freedom, and indulge in recreations their income would allow. Gays and Lesbians could come 'out'. The Youth culture could finally be loosed from contraints. This is a broad political, social and cultural history of one of the newest nations ever to be formed.

This volume will provide a comparative account of the meanings and processes of post-socialist transformations in education by exploring recent theories, concepts, and debates on post-socialism and globalization in national, regional, and international contexts.