scholarly journals At the Origins of the University Education System in Russia

2019 ◽  
Vol 28 (2) ◽  
pp. 144-158
Author(s):  
Vasily N. Ponomarev

The article examines the history of the formation and development of University education in Russia during the reign of Alexander I. The author analyzes the key legislative acts and statutes of the Russian universities created in 1802–1805, as well as the reorganized in 1819 University of St. Petersburg. The article dwells on the history of Dorpat, Vilnius, Kharkiv, Kazan, and St. Petersburg Universities during the period of Alexander I’s reign. It is shown that as a result of the activities of the Emperor and his associates, a progressive harmonious system of education and higher education was created. The author traces how the educational policy began to change due to radically changed views of Alexander I in the last decade of his reign, which resulted in the clericalization of higher education, public education in general. The traditions initiated by M.V. Lomonosov were halted by the obscurantists and mystics. The universities were treated as hotbeds of freethinking, moral depravity, and philosophy was demonized as a source of spiritual contagion.

2021 ◽  
Vol 4 (2) ◽  
pp. 158-179
Author(s):  
Igor Dmitriev

The article examines the educational policy of the Russian Empire during the reign of Nicholas I. In particular, the history of the appearance of the order of Nicholas I on limiting the number of students at universities is considered. According to this order, the staff of students at the universities was “limited to 300 in each, with the prohibition of enrollment in students until the available number is not included in this legalized amount.” An exception was made only for medical faculties, since the army needed qualified doctors. This meant that in most universities in Russia the admission of students should be (and actually was) closed for several years. A particularly difficult situation has developed in the St. Petersburg and Moscow universities. That is why many talented young people, including D. I. Mendeleev, could not get a university education. The study shows that the educational policy in Nicholas Russia was ambiguous and contradictory. The emperor simultaneously wanted to get highly qualified officials and specialists who met the highest European requirements, but at the same time, considering universities as a source of social destabilization and ideological danger, he took measures that hindered the normal development of higher education (in primarily civic) in the country.


Author(s):  
Andra Puran Andra Puran

The regulations contained in Law no.1/2011, complete the common regulations thatcan be found the Labor Code. This way, the teachers in university education are going to bepenalized disciplinarily, as much for the infringement of the common law directives (LaborCode), as for the behavior rules violation that prejudice the Education System interest and theinstitution’s name, directives contained in the University Charta. Analyzing the regulationsfrom Law 1/2011, I observed some deficiencies of regulations2 concerning the disciplinaryresponsibility of teachers in higher education.


2021 ◽  
pp. 72-77
Author(s):  
Shaowei Ge

University evaluation, as an important means of university management, is not only a test of the quality of the university education but also the publicity of the values of university education. Through reviewing the development history of Chinese university evaluation and analyzing the changes of the main points of concern, we can clearly see the development and changes of higher education consumption concept of the two main bodies.


2020 ◽  
Vol 2020 (11-2) ◽  
pp. 237-249
Author(s):  
Evgeniy Rostovtsev ◽  
Dmitriy Barinov

Drawing up a collective portrait of the faculty corporation using prosopography and statistical analysis is one of the most popular approaches among specialists in the history of higher education in the Russian Empire. However, mostly such researches concern only one of the existed educational institutions. At the same time, comparative analysis of various universities allows to get a more complete picture of the specifics of higher education. Authors of the given paper try to compare the main features of the career path and academic mobility of the university lecturers at the capital (St. Petersburg) and provincial (Novorossiysk and Tomsk) universities. Among the compared aspects: the length of work, the availability of a scientific degree, the ratio ofprofessors and junior teachers, the number of own graduates, etc. These and other data made it possible to identify the main models of a scientific career typical for the capital and the province.


Problemos ◽  
2009 ◽  
Vol 76 ◽  
pp. 9-27 ◽  
Author(s):  
Marius Povilas Šaulauskas ◽  
Alfredas Bumblauskas

Straipsnyje teigiama, kad universitas, arba Academia Europeana, – tai visų pirma vertybinė, o ne ekonominė, profesinė ar politinė kategorija. Aksiologinė universitetinę erdvę vienijanti struktūra trilypė, ją sudaro trijų skirtingų epochų vertybiniai kodai. Pirma, viduramžių polilogas, pagrįstas multicentrizmo principu ir netarpišku kompetencijos perteikimu. Antra, modernusis statizmas ir scientizmas, besiremiantis nacionaliniu monocentrizmu ir tarpišku, rašytiniu, ir netarpišku, žodiniu, kompetencijos perteikimu. Trečia, šiuolaikinis ekonomizmas ir globalizmas, palaikomas transnacionalinio monocentrizmo ir įtarpintos kompetencijos perteikimo instrumentarijumi. Parodoma, kad Vilniaus universitetas turi visų trijų paradigmų reiškimosi tarpsnius, o Lietuvos Tūkstantmečio idėja yra postūmis konceptualiai permąstyti Vilniaus universiteto patirtis. Straipsnyje parodoma, kad visi trys Academia Europeana vertybiniai dariniai Vilniaus universiteto, matomo kaip europinės universitetinės erdvės „kraštutinio krašto“, istorijoje patyrė esminę radikalizaciją, tačiau išsaugojo prasmių universiteto tradicijas. Tvirtinama, kad tvari universitetinio išsilavinimo plėtra neįmanoma be darnios visų trijų istoriškai susiklosčiusių vertybinių klodų plėtotės, kurios pagrindą sudaro klasikinio polilogo – iš rankų į rankas perduodamos egzistencinės prasmės paieškõs – tradicija.Pagrindiniai žodžiai: Europos universitetai, Vilniaus universitetas, išsilavinimo aksiologija, aukštasis mokslas, Bolonijos procesas.The Threefold of Academia Europeana: A Case of Universitas VilnensisMarius Povilas Šaulauskas, Alfredas Bumblauskas SummaryThe article argues that universitas or Academia Europeana is, first and foremost, a category of value and not an economic, professional or political entity. Axiological structure that unites the university habitat is threefold. It consists of the three clusters of values coming from the different epochs. First, polylogue of the Middle Ages based on the principle of multicentrism and unmediated, face to face sharing of competence. Second, modern statism and scientism founded in the national monocentrism and a combination of mediated, written, and unmediated, verbal, sharing of competence. Third, modern economism and globalism supported by the national monocentrism and the instrumentation of mediated sharing of competence. It has been showed that Vilnius University possesses all three value clusters, while the idea of the millennium of Lithuania serves as an impetus to conceptually recapture the historic experiences of Vilnius University. The article shows that the three value formations of the Academia Europeana in the history of Vilnius University, which is posited as the extreme edge of the European university habitat, underwent an essential, even extreme, radicalization. It has been argued, that sustainable development of university education is unthinkable without the consonant development of all three historically formed clusters of values, the most important of which still continues to be centered around the tradition of classical polylogue – unmediated search for existential values that is carefully passed on from hands to hands and from generation to generation.Keywords: European Universities, Vilnius University, axiology of education, higher education, Bologna process.an>


2020 ◽  
Vol 29 (7) ◽  
pp. 64-74
Author(s):  
O. S. Deyneka ◽  
L. N. Dukhanina ◽  
D. V. Krylova ◽  
A. A. Maksimenko

The article analyzes current trends in the study of corruption in the higher education system in Russia and Western countries. Classifications of corruption abuse, the structure of corruption indicators in universities, problems of studying attitudes towards corruption in the higher education system and the reflection of abuse in the media are discussed. The results of a survey of graduates of seven leading Russian universities for the period from September 2019 to January 30, 2020 are presented. Using the authors’ questionnaire, 1,468 graduates of 2013 and 2018 were interviewed. An additional task was also performed to compare anti-corruption materials on the websites of seven leading Russian universities. The results of the survey indicate the positive dynamics of students’ perceptions of corruption offenses in the direction of decreasing their frequency, which, along with site analysis data, indicates a systematic work that has been carried out in each of the universities over the past years. The authors note the need for greater awareness among university students and teachers about the various situations of corruption, as well as the creation of a feedback about the possible cases of abuse in the university environment that is safe for an applicant.


Author(s):  
Andrei Ilin

Introduction. Jubilee histories of the Soviet and Russian universities (higher education institutions) draw scholars’ attention as tools for the construction of traditions and search for a usable past. Historians scrutinize primary the past of universities as it is depicted in historical texts, but as a rule, these texts also treat the present and future of educational institutions. Exploring narratives that put all three times together, the article examines jubilee texts in their integrity. Methods and sources. The study is based on both published and unpublished narrative sources on histories of universities that usually are somehow connected with jubilees. Special attention is paid to discursive features of the texts under study. The author employs the method of discourse-analysis, as well as the method of contextualization of the examined written sources within political and social developments of the Soviet era. Analysis. The 1930s saw a gradual development of the jubilee history genre. While a lot of norms and regulations had not been implemented yet, there were distinctly visible anachronisms and factual errors. The exact place of the revolution and other landmark events had not been determined yet. The new genre gained momentum during and after the thaw period. The history of the universities of that time showed greater attention to historical detail and accuracy. At the same time, a certain model of linear history became well established; past, present, and future were clearly ordered and delineated. Results. Typical jubilee texts of the 1930s – 1980s had quite a stable structure, albeit they could vary in content. They were efficient and flexible enough for ongoing ideological campaigns. More importantly, these qualities widened the opportunities for the articulation of various visions of the university that didn’t necessarily fully chime with the official ideology although they didn’t explicitly confront it either.


Author(s):  
Olga Kashtanova

The article recounts the history of celebrating the Day of National Education in Poland, which is marked on 14 October. On this day in 1773, the Education Commission — the first ministry of education in Europe — was created. In the context of the abolition of the Order of the Jesuits, who had played a major role in the development of primary and secondary education in the Polish-Lithuanian Commonwealth, the Commission faced the task of reforming public education and giving it a secular character. The reform of education in Poland was of great importance. An orderly education system emerged, subordinate to the state and of a secular nature. Some elements of reaching across the socio-economic classes were introduced. The education system created by the Commission was the basis for the development of education in subsequent years, when, after the final partition of the Polish-Lithuanian Commonwealth in 1795 and until 1918, its former territories were ruled by Russia, Prussia (known as the German Empire since 1871) and Austria. A national holiday dedicated to teachers has been celebrated in the Polish Republic since 1957, every year on 20 November, the international day of the Charter of Educators. In 1972, a Teacher’s Day was officially enshrined in legislation, and its date was moved to 14 October to honour the creation of the Educational Commission. In 1982, the holiday was renamed the Day of National Education. In Poland, since 1997 International Teachers’ Day has also been celebrated on 5 October by teachers working in the field of higher education.


2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Nguyen Huy Vi

The private higher education system has been facing many challenges in the history of its development, which was harshly handled by the different points of view of political regimes. The system in the general higher education system in all over the world has slowly and weakly improved. Until the 80s of the 20th century, the system revived and obviously developed thanks to the increasing educating demand although many countries were facing financial difficulties to support it. In Vietnam, the private higher education system appeared by 1975 in the south, but this model and the its regulations had been forgotten until the beginning of the 90s of 20th century. This research is evaluating the present higher education system in different aspects that are the international definition of private higher education, brief history and the development of the system in Republic of France as an example, privatization forms and finance for the system, and suggestions to define policies for the system in Vietnam. Keywords Model, Private Higher Education, Privatization References [1] Altbach, Philip et T. Umakoshi (éd.) (2004), Asian Universities – Historical Perspectives and Contemporary Challenge s; John Hopkins Press. [2] Ball, J.S et Youdell,D. (2007), Higher privatisation in public education, Education International 5th World Congress July 2007. [3] Banque Mondiale (2009), Statistiques de la Banque Mondiale, consulté le 15 juillet 2009, http:// go.worldbank.org/RQBDCTUXW0. [4] Blöndal S., S. Field et N. Girouard (2002), Investment In Human Capital Through Post-Compulsory Education and Training: Selected Efficiency And Equity Aspects, Département des affaires économiques de l’OCDE, document de travail No 333. [5] Cave, M., M. Kogan et R. Smith (1990), Output and Performance Measurement in Government. The State of the Art (Jessica Kinsgley, Londres). [6] Geiger, R. (1986), Private Sectors in Higher Education, Ann Arbor, The University of Michigan Press. [7] OECD (2011), L’enseignement supérieur à l’horizon 2030- Volume 2: Mondalisation, La recherché et l’innovation dans l’enseignement, Éditon OCDE. [8] Hofstadter, R. (1996), Academic Freedom in the Age of College, Transaction Publishers, New Brunswick. [9] L. Benedetto (2008), Options et tandances dans le financement des uni versités en Europe, Critique internationale, 2008/2 (n039)- CAIRN.INFO. [10] Levy, D.C. (1986), Higher Education and the State in Latin America: Private Challenges to Public Dominance, University of Chicago Press, Chicago. [11] Levy, D.C. (2002), « Unanticipated Development: Perspectives on Private Higher Education’s Emerging Roles », PROPHE (Program for Research on Private Higher Education) Working Paper #1. [12] Levy, D.C. (1986), Higher Education and the State in Latin America: Private Challenges to Public Dominance, University of Chicago Press, Chicago. [13] Levy, D.C. (2006), « An Introductory Global Overview : The Private Fit to Salient Higher Education Tendencies », PROPHE Working Paper #7. [14] Middleton, Roger (1997), Government Versus the Market: The Growth of the Public Sector, Economic Management and British Economic Performance, Edward Elgar, Aldershot. [15] Neave, G. (2000), « Universities’ Responsibilities to Society: An Historical Exploration of an Enduring Issue », in Neave (éd.), The Universities’ Responsibilities to Society – International Perspectives, Pergamon/Elsevier, Londres, pp. 1-28. [16] Neave, G. (2000), « Universities’ Responsibilities to Society: An Historical Exploration of an Enduring Issue », in Neave (éd.), The Universities’ Responsibilities to Society – International Perspectives, Pergamon/Elsevier, Londres, pp. 1-28. [17] Neave, G. (2001), « The European Dimension in Higher Education: An Excursion into the Modern Use of Historical Analogues », in J. Huisman, P. Maassen et G. Neave (éd.) Higher Education and the Nation State; Oxford: Pergamon, pp. 13-73. [18] Neave, G. (2001), « The European Dimension in Higher Education: An Excursion into the Modern Use of Historical Analogues », in J. Huisman, P. Maassen et G. Neave (éd.) Higher Education and the Nation State; Oxford: Pergamon, pp. 13-73. [19] R. Fazal (2016), Privatisation de l’éducation: tendances et conséquences, UNESCO/Paris, octobre2016. [20] ROUSSEL Isabelle (2015), L’enseignement supérieur privé: propositions pour un nouveau mode de relations avec l’État, Rapport N05 2015-047, Juin 2015 - Ministère de l’Éducation nationale, de l’Enseignement supérieur et de la Recherche. [21] Savas (2000), Privatisation and Public – Private Partnerships, academia.edu [22] Shils, E. et Roberts, J. (2004), « The Diffusion of European Models Outside Europe », in W. Rüegg (éd.), A History of the University in Europe, Vol. III, Cambridge University Press, Cambridge. [23] Thelin, J.R. (2004), A History of American Higher Education, Baltimore, John Hopkins University Press. [24] Teixeira, P., D. Dill, B. Jongbloed et A. Amaral (éd.) (2004), The Rising Strength of Markets in Higher Education, Kluwer, Dordrecht. [25] Teichler, U. (1988), Changing Patterns of the Higher Education System: The Experience of Three Decades, Jessica Kingsley Publishers, Londres. [26] Tilak, J.B.G.(2009), Higher education: a public good or a commodity for trade?, Springer International Publishing AG. Part of Springer Nature. [27] Van Vught, F. (éd) (1989), Governmental Strategies and Innovations in Higher Education, Jessica Kingsley, Londres. [28] UNESCO/OCDE (2006), Education Trends in Perspective – Analysis of the World Education Indicators, Institut de Statistique de l’UNESCO, OCDE, World Education Indicators Programme. [29] Wells, P.J., J. Sadlak et L. Vlăsceanu (éd) (2007), The Rising Role and Relevance of Private Higher Education in Europe; UNESCO – CEPES, Bucarest. [30] Wittrock, B. et W. Peter (1996), « Social Science and the Building of the Early Welfare State: Toward a Comparison of Statist and Non-Statist Western Societies », in Dietrich Rueschemeyer et Theda Skocpol (éd.) States, Social Knowledge and the Origins of Modern Social Policies, Princeton University Press, Princeton, New Jersey. [32] Wittrock, B. (1993), « The Modern University: the Three Transformations », in Rothblatt and Wittrock (éd.), The European and American University since 1800 – Historical and Sociological Essays, Cambridge University Press, Cambridge, pp. 303-62.


2020 ◽  
Vol 1 (2) ◽  
pp. 10-21
Author(s):  
S. V. Kramskaya ◽  
S. V. Shlyk

The purpose of this article is to trace the historical path of medical education in Rostov-on-Don. In general terms, the development of higher education, laid down in Western Europe in the 12th century, is presented. The special social status of the University, its classical structure and traditions are considered. Western European models of higher education had a great impact on Russian universities and in particular on the Imperial University of Warsaw. Special attention is paid to the history of foundation, functioning and fate of the Imperial University of Warsaw from 1816 to 1917. The University of Warsaw played an outstanding role in the development of higher education and higher medical education in the South of Russia. The relevance of the topic is that the development of the modern model of medical higher education the development of the program of activities and the principles of its implementation require further reference to historical experience.


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