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Sergei Shirobokov
Omsk
The peace and security in my country are intricately
connected to economic prosperity and political stability, which has been growing in recent
years but could be disrupted at any time by external and internal forces.
Nowadays, Educational Leaders and Scholars in Russia look at how they
can further understand Civil Society trough Education because the role of creating a
"new citizen" and a "new Society" is mainly the responsibility of
universities and other educational institutions.
Without greater knowledge and understanding of the rights and
obligations within a Democratic Society, the country cannot expect its citizenry to
embrace democratic norms. And Higher Education Institutions are the main means to convey
this knowledge.
With the downfall of the Soviet Union in December 1991, the USSR State
Committee for Public Education, of course became defunct. When Yeltsin was elected
chairperson of the Supreme Soviet in June 1990, he appointed a kind red spirit Dneprov, as
a Minister of Education of the Russian Republic, a position he held until late 1992.
Dneprov became the number-one educator in the Russian Federation. Although he endorsed
practically all the reforms proposed by Iagodin, he pushed hard for some educational
reforms that were controversial and questionable in Russia, such as State support of
private schools and encouragement of the proliferation of specialized schools catering to
an elite clientele. Dneprov strongly believed that when the historical time was ripe for
fundamental societal changes, such as it was during the ministry, educators and schools
had to play a leading role in bringing about the desired changes. Dneprov believed that
giving a powerful voice in educational matters for students, teachers, parents, and
community members, would obliterate alienation for the traditional soviet school,
alienation for the school from Society, of the student from the school, of the teacher
from the students, and both teacher and student from educational activity. At its best,
the new system he had in mind would reflect in practice wholehearted dedication to key
concepts such as: Democracy, Humanization, Variability, Multiculturalism.
Reforms implemented in 1991 (diversification of Higher Education;
humanization; decentralization of management, University autonomy; creation of A
non-public (private) sector of Higher Education) allowed for changes in Higher Education
including the establishment of a multi-level structure that would meet international
standards and match the country's human resource needs.
Higher Education in Russia is provided by public and private higher
education institutions. Education in public Higher Education Institutions is free of
charge. The Russian Government guarantees open and free access to Higher Education on a
competitive basis.
Higher education in Russia is under the jurisdiction of the Russian
Ministry of Education, which is responsible for the accreditation of Higher Education
Institutions and for the development and maintenance of State Educational standards.
The government of the Russian Federation has stipulated three levels of
study:
There are two levels of doctoral scientific degrees:
Kandidat Nauk Degree (the first level) and Doktor Nauk Degree (the second, highest level).
In trying to implement a multilevel system of Higher Education, which
is the American Model, we always worry about the output and we always ask ourselves how
our students can be more competitive in the world market and what already makes American
students more competitive in the world market today?
Alumni of US government exchanges help us to answer these questions:
In truth there is fighting between State
Universities and State Pedagogical Universities in the Russian Federation. It started when
Kinelev was in charge of the Russian Higher Education. He wanted to merge all Pedagogical
Universities to State universities and to organize "big" state universities like
those in America. Following the advise of Mr. Kinelev the Russian Government reorganized
the Committee for Higher Education managed by Kinelev and the Ministry of Education
managed by Tkachenko into the Ministry of General and Professional Education of the
Russian Education. Kenelev replaced Tkachenko as a Minister of General and Professional
Education. It was a terrible time for pedagogical institutions because educators did not
know what to expect from Kinelev. A few months later, the chairperson of the Russian
Government Primakov appointed the Rector of the Friendship University in Moscow Fillipov
as a new Minister of Education.
But the fighting between Universities still exists in Russia. It makes
pedagogical universities stronger in this difficult political and economic situation.
Let's take as an example my University. It used to be an institute. In 1993 it was
reorganized into Pedagogical University. The Omsk State Pedagogical University has more
then seven thousands students not including students from the branch of University in the
ancient Siberian town of Tara. It's a huge number for the University in Omsk where there
are more then 15 state and private higher education institutions. We opened new
specialties such as economics, management, ecology, technology and business, computer
sciences, fine arts. We have Visiting Scholars from abroad and prestigious Russian
Pedagogical Universities. Nowadays students want to get a second higher education, which
is not free. Students want to be competitive in the market today. The Omsk State
Pedagogical University has a multilevel system of education, which makes our students
flexible. The Internationalization of the University helps to attract more people to
choose the Omsk State Pedagogical University, as we understand of the crucial role of
study abroad experience in the graduate's future career.
It's not an advertisement for my University. It's an example of how
Russian Universities especially Pedagogical Universities survive in the conditions of
competition designed buy the Russian government.
Of special importance here is the Globalization of Universities.
Programs within Comparative and International Education are new challenges for students.
They offer new benefits to our society by opening a new page in history - one that is
democratic.
In order to better prepare our students and improve the educational
system, The Russian Ministry of Education under the supervision of the new Minister of
Education Vladimir Filippov, has developed the following National Doctrine.
National Doctrine of Education in the Russian Federation 2000-2025
The System of Education should provide:
Without radical changes to the system of higher
education all the reforms in education, together with increased funding for education,
will miss their target and have no real influence on how young people are educated in
Russia. Education reform is an especially difficult area, before you can reform education,
you have to reeducate the educators. I strongly believe that the implementation of a new
program with the focus on International and Comparative Education is increasingly
important for the success of educational reforms in the rapidly changing society.
I hope that the role of Comparative and International Education in
Russia will grow because students, faculty members, and administrators will begin to
understand how important Comparative and International Education is in their civic,
educational and professional formation while reforming the education in the condition of
Civil Society.
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