WORLD-CLASS RESEARCH AND EDUCATION CENTERS : INCREASING THE LEVEL OF KNOWLEDGE INTENSITY OF THE REGIONAL ECONOMY

2021 ◽  
pp. 129-146
Author(s):  
Ivan zadorozhnyuk
Keyword(s):  
Science Education ◽  
Regional Economy ◽  
The Arctic ◽  
Russian Science ◽  
Productive Activities ◽  
Science And Education ◽  
World Class ◽  
Level Of Knowledge ◽  
Research And Education ◽  
High Place

The paper presents an overview of ten successfully functioning science and education centers in Russia, two of which are described in details taking into account the fact that their productive activities are associated with the development of the Arctic territories - a task of global importance. The author makes an assumption about the possible potential for the development of the principle of «blooming complexity» in the sociotechnical sphere, and also warns against excessive enthusiasm for the struggle for a high place in international rankings: this may distort the productive traditions of Russian science education.

Exploring the essence and peculiarities of world-class research and education centers

2020 ◽  
pp. 135-141
Author(s):  
Mariya A. Kamenskikh ◽  
Keyword(s):  
Science Education ◽  
Quality Of Education ◽  
Scientific Organizations ◽  
The World ◽  
Socio Economic Development ◽  
World Class ◽  
Research And Education ◽  
Scientific Ideas ◽  
Nizhny Novgorod Region

This article is devoted to the consideration the features of world-class scientific and educational centers. The first five world-class SECs in 2019 as part of the national project “Science”. Until 2024, it is planned to create at least 15 world-class scientific and educational centers. The need to create and develop a world-class SEC is explained by the possibility of generating more qualitatively new scientific ideas that will be created within the framework of centers and universities and bringing innovative ideas to the market with the help of interested enterprises. In the future, it is assumed that a number of ideas being developed will correspond to the world level. Ideas related to the socio-economic development of the region will also be of great importance. Cooperation between universities, scientific organizations, enterprises and other stakeholders within the framework of the center will benefit all participants in cooperation. Currently, SECs have been created in five regions – in the Belgorod region, Kemerovo region, Nizhny Novgorod region, Perm Territory and Tyumen region. The specialization of the centers was chosen in accordance with the already formed priority areas of the regions. The activities of the world-class SEC are focused on improving the quality of education, developing networking between representatives of science, education and business and commercializing innovation. The article defines a number of problems that impede the development of worldclass scientific and educational centers.

Institutional Erosion of Science and Education: Postmodern Grimaces

2021 ◽  
Vol 13 (1-1) ◽  
pp. 11-23
Author(s):  
Radiy Ibragimov ◽  
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Social Institutions ◽  
The State ◽  
Russian Science ◽  
Science And Education ◽  
Social Project ◽  
University Science ◽  
Institutional Boundaries ◽  
Social Act

The article is a reaction to the article written by P.A. Orekhovsky and V.I. Razumov ‘Carnival Time: Russian Higher School and Science in the Postmodern Era’. The author agrees with the analytical diagnosis of the state and situation in the Russian science and higher education, shares the concern expressed by colleagues about the fate of the most important social institutions for our civilization. The author proposes a number of considerations that develop the topics raised in the reference article. The author draws attention to the historical inversion of the positivist social project, which appears to be at the forefront of the emerging social architecture of a new scientific-technocratic elite; another thing is that its social configuration does not coincide with institutional boundaries of academic and University science. The author speculates upon the analogy of science with prostitution, which is currently undergoing a noticeable institutionalization. The author considers its phasing to be universal. It is suggested that prostitution can be extrapolated to other social institutions, including science and education. The potential of their resistance and survival is determined by how effectively passionarity accumulates in the structure of these social institutions. This indicator is directly proportional to the efficiency of the formation of human capital in the system. According to the author, problems, voiced by P.A. Orekhovsky and V.I. Razumov, are explained by the passion drift, the overcoming of which is not an automatic macro-social act, but the craft of each scientific and pedagogical worker.

scholarly journals Reform of a Russian science as an institutional constructing

2020 ◽  
Vol 2 (2) ◽  
pp. 47-64
Author(s):  
Mikhail F. Chernysh
Keyword(s):  
Social Sciences ◽  
Developed Countries ◽  
Human Potential ◽  
Russian Science ◽  
Social Sciences And Humanities ◽  
Global Science ◽  
Russian Scientific ◽  
Negative Role ◽  
Science And Education ◽  
Methodological Aspects

The article analyzes theoretical and methodological aspects of the ongoing reforms of the Russian science. The reforms are based on a set of ideas (myths) whose implementation was supposed to raise the effectiveness of the Russian science, form its new institutional structure, similar to the structure of science in more developed countries. The “sacral” mytholodical component of the reforms had no foundation in the traditional practices that had been shaped by the Russian scientific community in its long history. The reforms took no heed of the specific separation of science and education that had historically emerged in Russia helping to concentrate scientific assets in the most promising directions and most effective institutions. The myth of the “global science” stressing intermingling and interaction of scientific projects across the world played its negative role. The universalist project of reforms did not reflect on the basic differences between the “natural sciences” and “sciences of the spirit”. The “sacral” perception of the Western science as an ideal mechanism of selection boosting scientific achievement led to performance measurement indicators thatignored the interests of sciences and researchers in social sciences and humanities. The ongoing reforms are fraught with developments that can weaken the Russian science and its human potential, downgrade its research agenda.

scholarly journals Network Interaction of Universities in the Context of the Russian Arctic Development

2020 ◽  
Vol 29 (7) ◽  
pp. 105-113 ◽  
Author(s):  
E. V. Kudryashova ◽  
M. V. Nenasheva ◽  
A. A. Saburov
Keyword(s):  
Interaction Model ◽  
The Arctic ◽  
Joint Activities ◽  
Network Interaction ◽  
International Projects ◽  
National Competition ◽  
Training And Research ◽  
Research And Education ◽  
Development Network ◽  
Russian Universities

The article considers network interaction of Russian universities to solve strategic problems of macroregions development. Network interaction is a common model of cooperation between universities abroad, and in recent years, in connection with the new challenges facing Russian education, it has become relevant for Russian universities. The article briefly presents the main forms of organization and methods of managing network interaction, its advantages over traditional types of joint activities of universities. Based on the four years of work in the framework of the Association “National Arctic Research and Education Consortium” (NAREC), the authors analyze the experience of cooperation between universities in the interests of the development of the Arctic zone of the Russian Federation. Four key areas of activity are considered: 1) expert and analytical support of personnel training and research; 2) Arctic-focused educational programs and projects; 3) support and promotion of scientific research on Arctic topics among students; 4) creation of joint information space. The article demonstrates the significant results of their implementation for each of these directions. These include monitoring the state of training of personnel with higher education and developing professional standards, developing educational products, including network programs and mass open online courses on Arctic topics, participating in international projects, conducting a national competition for student papers, as well as accumulating information related to training and research on Arctic topics. Based on the best practices of the Association “NAREC” and the difficulties encountered in the implementation of the network interaction model, the authors formulated practical recommendations for the development of interregional scientific and educational cooperation.

scholarly journals Changes in Connotative Perception of Notions from the Area of Science Education at a Science Camp

2019 ◽  
Vol 24 (1-2) ◽  
pp. 53-60
Author(s):  
Petra Ivánková
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Positive Impact ◽  
Statistical Significance ◽  
Real Life ◽  
Semantic Differential ◽  
Differential Method ◽  
Science Camp ◽  
Before And After ◽  
Science And Education

Abstract The main reason of children’s low interest in the study of natural science subjects is the inability to link the knowledge acquired at school to subjects such as chemistry or physics with real life outside the classroom. Their ideas about the scientists are often mistaken and glamorized. With the effort of the Vebor camp, these ideas are corrected and shifted towards reality. The research was focused on the perception of children of selected concepts before and after the camp. There are many researches fields dealing with science camps or teaching outside of school. Our research has used the semantic differential method, which we have seen only sporadically in research on this subject. The results of the research are mostly positive and show that the scientific camp has a positive impact on the understanding and perception of children of selected aids from the area of science and education. Very interesting are the results, for example, when the term of “teacher”, where the connotative perception of the term has changed from very negative to highly positive with statistical significance of 99 %. Many of the more interesting results are presented in the article.

Sign in / Sign up

Export Citation Format

Share Document