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Originally published in 1988. The Soviet secondary school is an important topic for comparative educationalists and also for political scientists interested in how the Soviet education system shapes the outlook of Soviet children. This book charts developments in the Soviet secondary school, beginning in the prerevolutionary period and coming right up to the present. It shows how the system was radically changed at several different points. The author, who emigrated to Israel from the Kharkov district in 1977, has considerable personal experience of the system as school-girl, teacher, director of studies and headmistress and this experience naturally colours and enriches her analysis.
A history of Soviet education policy 1921-34, this is a sequel to the author's highly praised Commissariat of Enlightenment.
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. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
"Part I of the report provides a brief background on the development of the course. ... Part II presents the English translation of the original text of the course syllabus as published by the Soviet government"--p. 1-2.
This open access book is a result of the first ever study of the transformations of the higher education institutional landscape in fifteen former USSR countries after the dissolution of the Soviet Union in 1991. It explores how the single Soviet model that developed across the vast and diverse territory of the Soviet Union over several decades has evolved into fifteen unique national systems, systems that have responded to national and global developments while still bearing some traces of the past. The book is distinctive as it presents a comprehensive analysis of the reforms and transformations in the region in the last 25 years; and it focuses on institutional landscape through the evolution of the institutional types established and developed in Pre-Soviet, Soviet and Post-Soviet time. It also embraces all fifteen countries of the former USSR, and provides a comparative analysis of transformations of institutional landscape across Post-Soviet systems. It will be highly relevant for students and researchers in the fields of higher education and and sociology, particularly those with an interest in historical and comparative studies. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.
This classic text is known to and used by thousands of mathematicians and students of mathematics thorughout the world. It gives an introduction to the general theory of infinite processes and of analytic functions together with an account of the principle transcendental functions.
The Politburo of the Communist party controls all aspects of Soviet life, including education. Education is the responsibility of all the organizations, institutions, and persons in the state, but the schools, as directed by the Party, have the leading role in developing a citizenry of proper social outlook. This "new Soviet man" will not only contribute through his labor to the expansion of Soviet industrial and military power, but will also actively participate in building a Communist society. The Soviet Union has one of the most extensive preschool programs in the world, providing free, voluntary, nursery schools for children from two month to three years, and kindergartens for children from three to seven years. General education is provided through a system of primary schools (through third grade), incomplete secondary schools (through eighth grade), and the complete secondary school (through tenth grade, for those who pass examinations at the eighth grade level). The curriculum at all levels of schooling is set nationally. Teacher education is particularly important since education is the primary means for spreading Communist ideology. This booklet describes the nature of Soviet education, noting philosophical emphases, structural characteristics, and major problems of the Soviet system. (Author/PGD)
A collection of essays which examine the reform of the educational system in post Soviet Russia in historical and comparative perspective.
Making the Soviet Intelligentsia explores the formation of educated elites in Russian and Ukrainian universities during the early Cold War. In the postwar period, universities emerged as training grounds for the military-industrial complex, showcases of Soviet cultural and economic accomplishments and valued tools in international cultural diplomacy. However, these fêted Soviet institutions also generated conflicts about the place of intellectuals and higher learning under socialism. Disruptive party initiatives in higher education - from the xenophobia and anti-Semitic campaigns of late Stalinism to the rewriting of history and the opening of the USSR to the outside world under Khrushchev - encouraged students and professors to interpret their commitments as intellectuals in the Soviet system in varied and sometimes contradictory ways. In the process, the social construct of intelligentsia took on divisive social, political and national meanings for educated society in the postwar Soviet state.