Case Studies of Math Education for STEM in Russia

2008

2015 ASEE Annual Conference and Exposition Proceedings, 2015

in 1999. Her major areas of study were foreign languages and she finished her University course with honors and qualification of teacher of English and Turkish. She continued her training and obtained PhD in Education degree in 2002. The topic of her PhD study was titled "System of Character Education in the US Schools: Current State and Trends for the Development". She also received additional minor degrees in Management (1998) and Psychology (1999) in Kazan State Technological University. Julia joined the team of Kazan State Technological University as an instructor at the Department of Foreign Languages and the School of Foreign Languages "Lingua" in 1999 and was rapidly promoted to the position of Associate Professor at the Department of Foreign Languages in 2003. Her teaching career was perfectly balanced by the experience of a translator and an interpreter. She is a well-known person at Kazan international conferences and other events for her high quality consecutive and simultaneous interpreting, such as interpreting for the Academy of Sciences of the Republic of Tatarstan.

Mediterranean Journal of Social Sciences, 2015

After gaining the independence, the sovereign Kazakhstan has started to actively reform the education sector. Significantly expanding the international cooperation, Kazakhstan gratefully accepted assistance from the European Union and became one of the main participants of many projects aimed at the globalization of education (TEMPUS, ERASMUS MUNDUS, Erasmus +, etc.). After the twenty years of the reforms, the Republic of Kazakhstan has achieved the significant results. Retaining the education fundamentality constructed in the Soviet era, the multinational Asian country has adapted the old education system to the European standards. This is evidenced by the fact that more than 70% of the specialties of the leading universities of Kazakhstan have received an accreditation certificate from the European Union. In the paper, the aspects of the phased formation of a "new" education in the Republic of Kazakhstan are considered. Also, the issue of the integration of the education and the science in the industry is highlighted and the recommendations for the quality implementation of the integration process within the framework of higher and postgraduate education are given.

Industry and Higher Education, 2018

All the major science and innovation activity indicators for Russia have remained largely unchanged over the past 10–15 years. Expenditures on research and development (R&D) have stayed at a low level, with 70% of the funding provided by the federal government. During the last 7 years, the Russian government has introduced a number of instruments to improve research performance and stimulate closer cooperation between universities and companies. This article presents the results of a survey conducted in 2016 among 155 medium-sized technological companies with the purpose of identifying factors that encourage or hamper collaboration with universities in Russia. The survey revealed that the level of cooperation between companies and universities is relatively stable but insufficient. It is not low, especially in the area of educational activities, but it appears not to be growing. Companies often prefer to conduct R&D on their own, without outsourcing tasks to universities. Major prob...

BUSINESS–SCIENCE–GOVERNMENT …, 2011

2011

PhD in Economics, Head of Departament of Economics Science and InnovationsInstitute of Economics and International Relations, Russian Academy of Sciences, Moscowe-mail: dezhina@imemo.ruIn the article the analysis of the modern status and place of science in Russian higher educational institutes is presented, as well as key government measures aimed at integration of research and education in universities. It is demonstrated that government initiatives to create a group of elite universities are not accompanied by introduction of additional stimulus that would encourage the development of science in these universities.

Aerotecnica Missili & Spazio, 2017

As one of the Bologna Process countries, Russia committed herself to a number of reforms carried out within the Bologna Action Lines, among which are the introduction of 3 cycle system of higher education, National Qualifications Frameworks development, mobility issues, ECTS implementation and Quality Assurance. The AIRQUAL project (a TEMPUS project funded by the EU Commission) attempted to develop a common qualifications language for Aerospace Engineering academic courses as well as to ensure international comparability among the Russian Federation and three West European countries. These were France, Italy and Sweden, all represented by academic institutions belonging to the PEGASUS Network. In doing this AIRQUAL provided a benchmark for the application in a broader geographical context of a Quality Assurance method based on the comparison of functions / competences and learning outcomes.

Science, 1999

Procedia - Social and Behavioral Sciences, 2015

The present article addresses the issue of integration of higher professional education establishments, science and industry in Russia. The basis for collaboration of these institutions is national research universities with academic research establishments and different operational sites for the purposes of implementation of overall reform of education system in the Russian Federation. The strategic framework for integration of science, education and industry in modern society and main reasons and targets for improvement of their collaboration on the basis of new development paradigms of modern democratic society have been described. It is found that integration of science, education and industry based on higher education establishments is a multilevel process, which includes the development of international cooperation of global information medium, uniform educational space and use of different innovative techniques and methods of teaching. The article is based on the study of educational activity of two national research universities-Tomsk State University and Tomsk Polytechnic University, which serve as central integration platforms for Tomsk research and educational complex. Main directions of their work for improvement of educational activity aimed at intensifying the efforts of science, education and industry to increase the competitiveness of Russian innovation technologies have been explored in the present article. As the article highlights, Tomsk model of integration of education, science and industry at the present stage of its development shows real benefits for the economic development of Tomsk region.