世界发展银行-Russian-Federation---New-Skills-for-New-Century---Informing-Regional-Policy_77页_1mb

Russian Federation: New Skills for a New Century – Regional Policy

Core Content

This report by the World Bank, titled New Skills for a New Century: Regional Policy, examines the development of 21st-century skills in the Russian education system. These skills include cognitive, socio-emotional, and technical abilities necessary for students to succeed in an increasingly complex and technology-driven world. The study is based on data from the TIMSS 2019, OECD School User Survey (SUS), and 2020 IC Literacy Test, along with qualitative insights from teacher interviews.

Main Viewpoints

1. Definition of 21st-Century Skills

• 21st-century skills are a combination of cognitive skills, socio-emotional skills, and technical skills.
• Cognitive skills involve logical, intuitive, and creative thinking, including verbal ability, numeracy, problem-solving, and memory.
• Socio-emotional skills encompass self-awareness, self-management, collaboration, communication, and ethics.
• Technical skills include manual dexterity and the use of tools, materials, and digital technologies.
• The report identifies nine core skills that are common across international frameworks: learning ability, collaboration, communication, creativity and innovation, critical thinking, data literacy, digital/ICT literacy, ethics, and problem-solving.

2. Current State of Russian Education

• Russia has a well-performing and efficient mass education system, but it lacks a focus on 21st-century skills.
• Students in Russia perform below the OECD average in collaborative problem-solving skills, despite the country's high rankings in traditional academic subjects like math, science, and reading.
• Teaching methods are largely traditional, with direct instruction being the most common. Modern methods, such as team teaching and group work, are rarely used.
• The physical and psychological environment of schools has a significant impact on student learning outcomes.

3. Impact of Learning Environment

• A comfortable physical environment (e.g., air quality, temperature, visual and auditory comfort) is strongly correlated with better student performance.
• Modern teaching styles lead to higher test scores, with students in such environments scoring up to 30 points higher in cognitive domains of TIMSS.
• Bullying negatively affects student wellbeing and academic performance, especially among students from lower socioeconomic backgrounds.
• ICT literacy is underdeveloped in many Russian schools, despite students' self-reported confidence in using computers and digital tools.

4. Qualitative Insights

• Teachers in Russia are aware of modern methods but face challenges in implementation, including limited access to technology and inflexible classroom layouts.
• The pandemic has further restricted group work and collaborative learning, leading to learning losses even after students return to school.
• Team teaching is not widespread, occurring only once or twice a year, and is often extracurricular in nature.

Key Findings

• Modern teaching styles improve student performance in both subject and cognitive domains.
• Physical environment (e.g., classroom layout, furniture quality, and technology access) plays a critical role in student learning outcomes.
• Bullying is more prevalent among students from lower socioeconomic backgrounds, affecting math and science scores significantly.
• ICT literacy is underdeveloped in practice, despite positive self-assessments by students.
• The current curriculum and teaching methods do not adequately support the development of 21st-century skills.

Recommendations for Policymakers

• Promote both traditional and modern teaching styles, adapting them to local contexts.
• Enhance technology access and furniture quality in schools to support modern learning practices.
• Integrate 21st-century skills into the curriculum framework and teacher training.
• Systematize good practices across all regions of Russia to improve learning environments.
• Prioritize anti-bullying measures, especially for students from lower socioeconomic backgrounds.
• Encourage teachers to adopt innovative methods and share experiences to foster collaboration and professional development.
• Develop flexible and open learning environments to support collaborative and communicative skills.
• Leverage international best practices and scientific evidence to inform school design and policy.

Conclusion

The report emphasizes that while Russia has a strong academic foundation, its education system needs to evolve to meet the demands of the 21st-century workforce. Improving teaching methods, learning environments, and ICT integration are essential to developing 21st-century skills. The pandemic has further highlighted the need for innovation in education, and policy reforms are required to ensure that all students benefit from a modern and inclusive learning experience.

Key Information

• Report No: AUS0002233
• Date: 6/25/2021
• Authors: T. Shmis, M. Ustinova, D. Chugunov, E. Melianova, S. Parandekar, and L. Kruske
• Data Sources: TIMSS 2019, OECD School User Survey (SUS), 2020 IC Literacy Test
• Focus Areas: 21st-century skills, teaching and learning methods, learning environments, ICT literacy, bullying prevention
• Key Skills Identified: Learning ability, collaboration, communication, creativity and innovation, critical thinking, data literacy, digital literacy, ethics, problem-solving
• Main Challenges: Limited use of modern teaching methods, insufficient ICT integration, poor learning environment design, high levels of bullying among lower-income students
• Policy Implications: Need for curriculum reform, teacher training, improved infrastructure, and anti-bullying strategies

Note: This report is part of the World Bank's analytical support program in Russia, aiming to inform the development of modern schools and 21st-century teaching practices.