The main goal of the secondary vocational education system is to fulfill the staffing needs of the Russian economy. The only way that we can effectively deliver on this objective is by ensuring there is a well-coordinated and stable system in place that allows vocational schools to cooperate with businesses. This article reviews how this cooperative relationship has changed over time, from the Soviet centrally planned model to the advent of market mechanisms. The authors pay particular attention to the specific features that distinguish the Russian labor market and the nature of youth employment in Russia, and they also examine the particular means and models whereby the vocational education system is able to “read signals” that emanate from the labor market and to quickly respond to these signals.The article’s findings may be of interest to administrators who work in the secondary vocational education system, experts as well as to anyone who takes an interest in the relationship between the secondary vocational educational system and the labor market.
The study of Russian children’s illustrated magazines at the various stages of their formation and development remains a relevant topic due to the evolution of their printed forms in the context of the transformation of the media environment. The first Russian children’s magazine was Children’s Reading for the Heart and Mind [Detskoye chteniye dlya serdtsa i razuma] (1785–1789). This publication contributed to the creation of Russian periodical literature for children, and it provided the point of departure for the creative efforts of numerous publications that followed in its footsteps, including even present-day Russian children’s magazines.The aim of the present article is to study the evolution of the forms of Russian children’s illustrated magazines under modern processes of the transformation of the media environment. This goal has determined the objectives of the paper: to study empirical materials related to this topic, consisting of numerous children’s publications from different historical periods; identifying the relevant stages of the development of children’s periodicals; examining the content and formal characteristics of children’s periodicals; applying an integrated approach to working with the most important aspects of Russian children’s magazines in the process of transforming the media reality.Our research methodology is based on a structural approach, which has been updated to incorporate structural-functional, structural-formal, and system-synergetic approaches as well as linear regression methodology. The problems that arise from the epistemological context are determined by the significance of the integrated approach to the study of the formal structure of Russian children’s illustrated magazines. When we review the state of research in this area, we see that there have been very few studies of Russian periodicals for children despite the relevance of the topic.During the process of their formation and development, children’s magazines came into being as a special type of publication with varying subject-thematic, ideological, political, pedagogical, and commercial orientations. They differed in their target audience, content, and presentation, and they were made available to a wide circle of readers. The content of these publications mainly included fiction, journalism, nonfiction articles, sociopolitical commentary, entertainment, and advertising. We have provided a theoretical justification of our research methodology, which uses the general scientific structural method and facilitates the study of the evolution of Russian children’s illustrated magazines. The methodology has allowed us to draw conclusions about how their formal structure as well as the larger media environment were transformed over time.
The past academic year of 2018 was a significant one for education. We celebrated the 100th birthday of Vasily Sukhomlinsky. Unfortunately, it was met with little fanfare and in hushed tones: There were two or three conferences held in Sukhomlinsky’s memory and a few separate mentions in the media, despite the fact that UNESCO declared this year the Year of Sukhomlinsky. It really did, and we did not even petition them to do so.
A new minister was appointed to the Ministry of Education and Science of the Russian Federation, and she has continued the erroneous practice of passing reforms that are divorced from the ethos and social values of law, which previous ministers had also become infamous for doing. The ministry was renamed as the Ministry of Enlightenment and began to speak more actively about pushing through reforms that seem to be very strangely worded and are in any case meaningless. Far from being reforms, they in fact threaten to accelerate the collapse of the education system in the country. However, so far they have amounted to a division of the old ministry into two agencies and the renaming of one of them the Ministry of Enlightenment. It reminds me of the infamous flop of the Yo-mobile Russian electric car, which was the brainchild of a Russian oligarch and never got off the ground. So I propose calling the undertakings of the Minister of Enlightenment “Yo-reforms.”And we can only hope that these reforms go no further than the Yo-mobile, but it is nevertheless a pity that so much money has to be wasted on them in any case.
ABSTRACT The article provides a theoretical grounding for the use of resources that can support educational activities at inclusive schools. We designate those techniques that help include students in the decision-making process, teach the principles of cooperation, and develop teamwork skills. We outline the features of the third space approach, which can be used to create a special environment for learning and development at the inclusive school.
