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Russian Federation - New Skills for New Century : Informing Regional Policy (English)

As part of the World Bank’s analytical support program in Russia, the team has been working with their Russian counterparts on collecting and analyzing data in order to gather evidence to inform coherent policies and strategies for creating modern schools and for promoting 21st-century teaching and learning in Russia. Both goals are being pursued through a series of national projects aimed at: (i) modernizing teaching and learning; (ii) putting Russia in the top 10 countries in terms of scores on international assessments; and (iii) expanding school infrastructure to ensure full-day schooling throughout the country. This new report presents a rigorous analysis of the data collected as part of the Trends in Mathematics and Science Study (TIMSS) in 2019 complemented by data on Russia from the OECD’s School User Survey (SUS), which was also fielded in 2019. The team added the SUS to the study as part of its collaboration with its Russian counterparts. The total sample represents all general education systems in the Russian Federation. This report also includes data from Information and Communication (IC) Literacy Test7 conducted in 2020 combined with the SUS. The two datasets are not related but both cover 21st-century skills and Russian students. This report analyzes the various 21st-century skills that it was possible to analyze using data from the TIMSS and IC Literacy Test. The analysis provides descriptive statistics related to the learning environments and teaching practices in Russia and draws some correlations between learning environment variables and learning outcomes. Furthermore, the study shows how different teaching styles affect student learning in the mathematics, science, and cognitive (reasoning and applying) domains of TIMSS. The team also analyzed the wellbeing construct included in TIMSS 2019. They found that the cognitive domains of reasoning and applying were well aligned with the 21st-century skills that can be measured directly by TIMSS. This study also attempts to use self-reported data from TIMSS student and teacher questionnaires and construct measures to stimulate teaching and learning activities related to 21st-century skills development. The study also assesses the impact of such measures on student performance across subject and cognitive domains. In exploring IC literacy and ICT technology in schools, the report analyzes key characteristics of the school environment, the use of ICT in schools, the use of technology by teachers with different mindsets towards modern education, and students' performance on the IC Literacy Test with an analysis of the context of the questions.

Details

  • Author

    Shmis,Tigran, Ustinova,Maria, Chugunov,Dmitry, Melianova,Ekaterina, Parandekar,Suhas D., Kruske,Lucy

  • Document Date

    2021/05/17

  • Document Type

    Report

  • Report Number

    AUS0002233

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Russian Federation,

  • Region

    Europe and Central Asia,

  • Disclosure Date

    2021/10/21

  • Disclosure Status

    Disclosed

  • Doc Name

    Russian Federation - New Skills for New Century : Informing Regional Policy

  • Keywords

    Teachers; information and communication; work skill; data collection and analysis; Primary and Secondary Education; private bank; teaching style; information literacy; learning environment; student learn outcome; senior education specialist; understanding of science; use of technology; international good practice; lack of skill; special education need; knowledge of science; quality of education; education policy objective; evaluation of student; international student assessment; field of science; joint problem solving; innovative teaching method; primary school graduate; technology in school; labor market participation; amount of fund; maximum likelihood estimation; traditional teaching method; Early Childhood Development; performance of student; principal component analysis; cognitive domain; ict literacy; school environment; physical environment; problem-solving skill; teaching practice; new skill; traditional school; soft skills; school space; student learning; scientific literacy; regional policy; financial flexibility; interpersonal skill; regression analysis; cultural awareness; media literacy; emotional skill; environmental literacy; religious values; physical characteristic; learning activity; cognitive skill; learning practice; science concept; empirical study; assessment tool; qualitative data; solving problem; test score; student outcome; knowledge exchange; education equity; equitable access; national policy; international framework; software package; educational model; enough space; learning method; Digital Literacy; school infrastructure; index base; correlation analysis; teaching environment; empirical support; early age; empirical evidence; human capital; international assessment; learning mathematics; technological progress; qualitative research; factor analysis; analytical techniques; study including; total sample; foreign language; working life; support measure; school school; safety measure; explicit instruction; new equipment; curriculum framework; quality teaching; daily activity; educational building; rigorous analysis; coherent policy; teacher quality; international systems; descriptive statistic; science laboratory; subject knowledge; high school; raw data; socioeconomic status; missing value; modern education; Distance Learning; causal effect; assessment instrument; healthy society; future workforce; education data; considerable difference; teaching model; learning material; previous work; citizenship education; global instrument; learning framework; assessment framework; gifted child; school curricula; experimental school; assessment program; traditional form; academic program; health competency; skill development; learning process; professional skill; personal quality; education standard; technological park; effective learning; school level; mathematical question; learning approach; digital technology; scientific questions; physical condition; contemporary world; school room; natural phenomenon; care environment; enabling environment; physical activity; theoretical model; school design; negative effect; school study; scientific evidence; holistic approach; literacy study; psychological support; teach learn; school learning; international instrument; verbal ability; manual dexterity; collected data; education policymaker; digital skills; direct instruction; institutional framework; physical infrastructure; learning style; mass education; statistical methodology; creative expression; built environment; academic achievement; student success; positive impact; science score; common use; market needs; extracurricular activity; noncommercial purposes; subsidiary right; professional development; equitable basis; education consultant; academic skill; positive relationship; education systems

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Citation

Shmis,Tigran Ustinova,Maria Chugunov,Dmitry Melianova,Ekaterina Parandekar,Suhas D. Kruske,Lucy

Russian Federation - New Skills for New Century : Informing Regional Policy (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/522441624592935175/Russian-Federation-New-Skills-for-New-Century-Informing-Regional-Policy