Попов Дмитрий Сергеевич — кандидат социологических наук, старший научный сотрудник Центра мониторинга качества образования НИУ ВШЭ. Эл. адрес: dmitry_popov@sociolog.net Тюменева Юлия Алексеевна — кандидат психологических наук, старший научный сотрудник Центра мониторинга качества образования НИУ ВШЭ. Эл. адрес: jutu@yandex.ru Кузьмина Юлия Владимировна — аналитик Центра мониторинга качества образования НИУ ВШЭ. Эл. адрес: papushka@mail.ru На основании материалов обширного обследования первокурсников анализируются особенности адаптации студентов к обучению в вузе. С помощью двухшагового кластерного анализа выделены семь качественно разнородных групп студентов вузов Москвы. Проанализированы специфические для каждой группы трудности в обучении, а также различия между студентами разных групп в оценке социальной жизни в вузе, особенности жизненных и образовательных целей.Установлено, что основная дифференциация студентов по группам на старте обучения происходит по семейным характеристикам и параметрам выбора специальности. Эти характеристики задают разное отношение к учебе и пребыванию в вузе в начале получения высшего образования. Параметры школьной успешности являются менее важными для дифференциации групп студентов. Выявлено, что наиболее значимые различия в группах существуют в оценке уверенности в будущей карьере и общей оценке опыта обучения в вузе. Выделены виды учебной работы в вузе, которые вызывают у представителей разных кластеров наибольшие трудности. Определены различия между кластерами в оценке первокурсниками своего выбора специальности обучения.Представлено детальное описание каждого из полученных кластеров. Обозначены перспективы использования кластеризации. На примере нескольких выделенных групп студентов даны рекомендации по созданию программ, направленных на компенсацию специфических дефицитов и удовлетворение потребностей студентов. Отмечается, что результаты кластерного анализа позволят в дальнейшем проанализировать образовательные траектории студентов разных кластеров.
In many countries, including Russia, the COVID-19 epidemic became a catalyst for the technological, “digital” renewal of the school educational process. This renewal occurred rapidly and, in some respects, chaotically, therefore it was described in literature using a special term — “emergency teaching”. Teachers resisting change is sometimes seen as the main reason for the stability and conservatism of schools, as well as for the failed attempts to introduce innovations. Drawing a parallel between modern teachers and Luddites, it is important to assess not only resistance to technological change, but also the social consequences of these changes for the school and for teachers. This article is based on the materials of a long-term observation of Russian school teachers, implemented using qualitative research logic during the time of the most active spread of COVID in 2020–2022. The study revealed the difficulties that teachers face in integrating digital practices into the emergency educational process, as well as their fears related to prospects of a crisis in the profession of teaching. One component of this looming crisis is the expansion of external formal control, as well as the teachers themselves losing control, with the prospect (and fear) of losing autonomy and the teaching profession losing its creative element.
Abstract. This paper opens a series of publications based on the Program for the International Assessment of Adult Competencies (PIAAC) data. Among the many tasks PIAAC is aimed on the identification and measurement of differences between citizens and countries in the area of key competencies, evaluation of the impact of skills on individual economic and social achievement, the effectiveness of various national educational and training systems in providing necessary skills as well as the creation of the conditions for lifelong learning. PIAAC draws the first "profile" and pathbreaking results of Russian adults' key competencies on literacy, numeracy and problem solving in technology-rich environment. The central part of the paper is dedicated to a general analysis of the role of competencies and competence-based approach, a description of the research method, sampling and tools used (including test samples) in the PIAAC, and particularly in Russian Federation. Finally, the paper deals with the first results of the adult competencies research in Russian Federation. The results on identified key competencies are presented in accordance with various age groups, and include gender and qualification level differences. PIAAC is a long-term research project. Russia participated in the programme in 2009-2013. Over 5000 adults aged between 16 and 25 from 25 regions and 94 localities participated in the programme in Russia. The total sample included 3800 respondents; it is representative for the whole country except Moscow and Moscow Oblast. The average points Russia obtained in reading and mathematical literacy are comparable to those obtained in OECD countries. Nearly half of working-age adults in Russia either don't have any computer experience or are incompetent users. As compared to OECD citizens, computer skills of Russian adults are more often restricted to doing only simple tasks (like logging in and out of their email boxes). As the level of education grows, so does the level of competencies of adult population in Russia. Similarly, competencies seem to accumulate with ageing, until the peak age of 45-49 years is reached. The discussion of the first PIAAC results and brief statement of research questions for future studies are presented.
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