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The United States retains many aspects of a healthy open society, but there are indicators of trouble and deep divisions around the meaning and importance of democratic values. This debate has significant repercussions for universities and their academic communities. In the most-simple terms, there is a red and blue state divide over the role and importance of public institutions, including universities -- red representing largely rural states in which most voters vote Republican and blue being majority Democratic voters, often with one of the two parties having majorities in their respective state legislatures. Then there are so-called purple states in which both parties are vying for dominance, but they are fewer in number. This brief discusses this contemporary dynamic and its implication for higher education and science policy.

Starting this year, tens of thousands of Russian freshmen found themselves attending a new mandatory course -- "Foundations of Russian Statehood." Swiftly designed under the auspices of Putin's administration, this ideologically charged course aims to position Russia as a unique civilization-state, bolstering Putin's political narrative and providing justification for the full-scale invasion of Ukraine. Consider, for example, this excerpt from the course's instructional video: "The 'Russian world' extends beyond current Russian borders, transcending ethnicities, territories, religions, political systems, and ideological preferences." As this curriculum becomes standard in Russian universities, it contributes to the emerging trend of weaponizing Russian universities and turning them into instruments in Russia's war of attrition with Ukraine and its broader stand-off with the West. This report discusses this weaponization process and the impact it is having on Russian universities, faculty, students, and the academic communities they belong to. It is regrettably a story of back to the future, reminiscent of the Soviet era of repression and attempts at control and manipulation of academics.

We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality

Global university rankings influence students' choices and higher education policies throughout the world. When rankers not only evaluate universities but also provide them with consulting, analytics, or advertising services rankers are vulnerable to conflicts of interest that may potentially distort their rankings. The paper assesses the impact of contracting with rankers on university ranking outcomes using difference-in-difference research design. The study matches data on the positions of 28 Russian universities in QS World University Rankings between 2016 and 2021 with information on contracts these universities had for services from QS -- a company that produces these rankings. The study estimates the effects of the conflicts of interest with two difference-in-difference models. The first model compares the difference in five-year change in rankings between QS rankings and Times Higher Education (THE) rankings across two groups of universities -- those that frequently (five times or more) contracted for QS services, and those that never or seldomly contracted for QS services. The second model compares the difference in five-year change in faculty-student ratios -- between scores in QS rankings, THE rankings, and scores recorded by national statistics -- across the same two groups of universities. The results suggest universities with frequent QS-related contracts had an increase of 0.75 standard deviations (~140 positions) in QS World University Rankings and an increase of 0.9 standard deviations in reported QS faculty-student ratio scores over five years, regardless of changes in the institutional quality. The study calls for universities, governments, and prospective students to reconsider their use of global rankings where conflicts of interest may be generated by the ranker's business activities.

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.

This paper looks at the popularity of after-school mathematics by focusing on the Kumon and Russian School of Mathematics models. In 1954, Toru Kumon, a high school math teacher in Japan, designed a series of math worksheets to help improve the test scores of his son Takeshi, a second grader. Toru's goal was to teach Takeshi how to learn independently through the worksheets and improve his calculation skills prior to reaching high school. By working every day on the problems, Takeshi was able to reach the level of differential and integral calculus when he was just a few months into the sixth grade. The Kumon model is based on four elements: (1) Individualized instruction; (2) Self-learning; (3) Small-step worksheets; and (4) Kumon instructors. Parents who want to give their children a head start in math before elementary school can enroll them in Kumon as young as age 3. From that age they can stay with the program through high school or until they complete the program. In the U.S. alone, Kumon has grown from more than 182,000 students and nearly 1,300 centers in 2008 to more than 279,000 students and more than 1500 centers in 2018. While the Kumon method involves repeating mathematical processes until students over-learn them to automaticity, the Russian School of Mathematics (RSM) promotes itself as believing in just the opposite. The RSM model was founded by Inessa Rifkin in 1997 with Irina Khavinson, a friend, educator, and fellow Russian immigrant, after concluding that her son Ilya was not receiving the same mathematics education that she received as a student in the Soviet Union. Their goal was to translate their own experiences with specialized Russian math programs into a school that offered the same opportunity to American children. Two decades later about 25,000 students are enrolled with RSM today, in 40 locations in 11 states and Canada. Russian School of Mathematics students attend a classroom once per week for varying lengths of time, depending on grade: 90 minutes for kindergarten through third grade; two hours for grades four through six; and two-and-a-half hours for grades seven and above. Algebra and geometry are on separate tracks starting in the sixth grade, though students may enroll in both. This paper reviews each model's methods, highlights their best practices, and shows how they complement or run parallel with mathematics taught in traditional classrooms.

The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.

Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.

This paper explores the impact of test-taking conditions on the quality of the Programme for the International Assessment of Adult Competencies (PIAAC) assessment. Interviewers record information about the room of assessment and interruptions that occurred during each interview. These observations, along with information on interviewer assignment size and a careful look at interviewer effects, provide insights into the quality of the assessment. This working paper first describes the variations in test-taking conditions among participating countries. Second, it examines interviewer assignment sizes and the frequency of interruptions, finding that both vary markedly among countries (contrary to the room of assessment). The paper then looks at the relationship between these variations and response rates and engagement measures. While neither the room of assessment nor the recorded interruptions impact quality differences among countries, interviewer assignment size and interviewer effects may have a mild impact on results.

The opportunity to study abroad is broadly hailed as a route for young people to develop a wide range of knowledge and skills, including intercultural understanding, interpersonal skills, and language learning, among many others. Universities around the world are investing significant resources in developing a variety of study abroad programmes, ranging from short or long term in duration, and from guided to independent study. These may have a number of aims, including to promote individual student learning and development and to enhance student mobility and employability, particularly in the context of a rapid and changeable global employment market. The terms 'global citizen', 'global graduate', 'global skills' and 'global mindset' have all taken on increased significance within this context. Limited research has been conducted, however, to explore students' own perspectives of these terms. This small scale study therefore set out to explore the perspectives of students on UCL's BASc programme and especially to better understand where and how the learning they gained during study abroad resonates with UCL's global citizenship and student mobility strategies. [Funding was provided by the UCL Global Engagement Office (GEO).]

Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males' advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.

This paper asserts that fostering pacific cohabitation, harmonious multiculturalism, and sustainable development are the main challenges facing the regions of Russia today. It notes the importance of involving Russian linguistic and cultural minorities in the formulation, adoption, application, and evaluation of protection policies, as well as policies fostering their rights at international, national, and local levels. Effective participation of these communities can result in better management of the area's human, social, and economic resources as well better control of local government actions in order to guarantee equal rights and non-discrimination for all. The paper suggests that efforts to promote autochthonous languages and strengthening civil societies should strive to increase the relationships between democracy and national identity, promote tolerance, set up educational systems that disseminate messages of pacific cohabitation and mutual understanding, and implement policies that stimulate local development. The paper focuses on Kalmykia to exemplify the processes that promote autochthonous languages and prevent interethnic conflict, looking at the following: interethnic tensions in the Russian Federation in the post-Soviet era; awakening of national groups in Russia and linguistic legislation; history, language, and identity in Kalmykia; and the challenges of multilingualism in the Russian Federation. (Contains 35 references.) (SM)

We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250,000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.

The European Training Foundation's (ETF) approach to promoting systemic and systematic quality assurance in vocational education and training (VET) is set out in this working paper. Quality assurance in VET is summarised by the ETF as the measures established to verify that processes and procedures are in place, which aim to ensure the quality and quality improvement of VET. The ETF uses the following definition of VET: "education and training which aim to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market." The intention of this working paper is to serve as a resource for ETF staff and its function is to support a common ETF approach to promoting quality assurance in VET in partner countries. The paper will be made available to a wider audience with an interest in quality assurance in VET. ETF partner countries have signaled the need for more effective quality assurance measures to help improve the quality and relevance of VET outcomes. They aim to strengthen quality assurance policies and measures that support the development of good VET governance and management, good qualifications systems, good qualifications and good learning environments facilitated by good teachers and trainers. The main purpose of this working paper is to guide ETF staff to support partner countries in their endeavours to develop further their approach to quality assurance in VET. The paper has five chapters. The background to present-day quality assurance is presented in Chapter 1. Concepts important to the understanding of the ETF approach to quality assurance in VET are reviewed in Chapter 2. In Chapter 3, the evolution of European policies for quality assurance is summarised. The "status quo" of quality assurance policy and practice in ETF partner countries and reform needs and challenges, as presented in the Torino Process reports, are discussed in Chapter 4. Chapter 5 presents the ETF approach to promoting quality assurance in VET development, based on the conceptual framework set out in the preceding chapters. (A bibliography is included.)

Using the 2012 PIAAC data, our analysis confirms that there are significantly higher earnings and employment returns to "both" increasing levels of formally recognised education, and to increasing levels of numeracy, literacy and information and communication technologies (ICT) skills proficiencies controlling for the level of education. Unsurprisingly, the labour market returns to changes in formally recognised levels of education in general exceed the labour market returns associated with increasing levels of skills proficiency. In the case of literacy and numeracy proficiencies, improved literacy and numeracy skills narrow the labour market outcomes gap between individuals with different levels of formally recognised education, but do not close it completely. The analysis demonstrates more substantial returns to ICT skills. Furthermore, possession of higher levels of ICT skills and lower levels of formally recognised qualification are often associated with higher returns compared to individuals with higher levels of formally recognised education but lower ICT proficiency levels. In other words, ICT skills proficiencies often entirely compensate for lower formally recognised qualifications in the labour market. Contains the following annexes: (1) Country Literacy and Numeracy Profiles; and (2) Demographic Control Variables.

This paper examines the potential role of innovation policy in enhancing long-term productivity growth in Russia. It begins by exploring the role of framework conditions for business in encouraging innovative activities, particularly with respect to intellectual property rights and competition. Realising Russia's innovation potential will also require reform of the large public science sector. This raises issues pertaining to the organisation and financing of public research bodies and, in particular, to the incentives and opportunities they face in commercialising the results of their research. Finally, the paper looks at the potential role of direct interventions, such as special economic zones and technoparks, as well as the scope for improving the tax regime for private-sector R&D. Appended are: (1) Competition and efficiency in Russian industrial sectors; and (2) Concentration of suppliers and clients. (Contains 2 tables, 13 figures, 3 boxes and 75 notes.)

This paper describes the linguistic plurality of the Russian Federation, assessing the impact that the hypothetical ratification of the European Charter of Regional and Minority Languages could have on it. Four sections focus on the following: (1) "Introduction"; (2) "Part 1--The Linguistic Plurality of the Russian Federation": the linguistic geography of Russia; the languages of Russia in history (the Indo-European family, the Altaic family, and Caucasian family, the Uralic-Yukaghir family, and the Paleo-Asiatic languages); linguistic policy and history; and the present day linguistic situation; (3) "Part II--Law and Languages in the Russian Federation": constitutional structure after independence; the normative policy of linguistic protection (contents of the linguistic regulations and conditions for the application of linguistic regulations); and future perspectives: Russia and the European Charter (the European Charter of regional and minority languages, consequences for Russia of the ratification of the Charter, and proposal for the application of the Charter to the languages of Russia); and (4) "Sources and References." An appendix contains languages of the Russian Federation. Attached is the Catalan language version of this document. (Contains 30 bibliographic references.) (SM)

The study estimates the employment effect of vocational training programs for the unemployed in urban Russia. The results of propensity score matching indicate that training programs had a non-negative overall effect on the program participants relative to non-participants. (Contains 2 tables and 2 figures.) [Support for this research was also provided by the Institute of Independent Social Policy.]

After the breakup of the Soviet Union, reforms of Russia's educational system included rapid decentralization of responsibilities to the regions, but without commensurate transfer of resources or clarification of government roles and responsibilities. Problems were greatly worsened by the severe fiscal stringency of the 1990s. This paper examines educational trends across the 89 Russian regions, analyzes current problems, and discusses policy options. Case studies of Samara and Novgorod Viliki regions include a look at special problems of rural schools. Four major issues in Russian education are identified: resource mobilization and efficiency, educational quality and its assessment, market relevance, and equity and access. Findings reveal that the number of teachers has been growing three times as fast as student enrollments, but both teachers and administrators face a set of adverse incentives and frequently lack essential resources such as textbooks. The educational system, especially vocational education, is poorly equipped to respond to rapidly changing market incentives. Resource shortages are having a particularly severe effect in poorer regions so that decentralization is worsening interregional inequalities, while within regions, rural schools and those for minority and special populations seem especially hard hit. Policy recommendations focus on increasing school autonomy, school financing mechanisms, increasing class size, teacher pay and working conditions, merging small rural schools, teacher education, educational assessment, market linkages, and equity issues. Appendices include a matrix of policy options, financial data, educational statistics, and the case studies. (Contains 15 references, 32 data tables, and 13 figures.) (SV)

The major aspects of the Russian educational system were examined in terms of quality assurance. No part of the educational system in Russia is small enough to escape some form of assessment, measurement, comparison, audit, or classification as to quality. To describe the quality control system, the book begins with an overview of Russian education, especially higher education, using the 1997 International Standard Classification of Education as a point of departure. Chapter 1 describes higher education and quality assurance in the Russian Federation. Chapter 2 discusses the contemporary quality assurance system in Russian education. The quality assurance system in the Russian Federation has these components: (1) the admissions system to higher education; (2) the course programs; (3) the teaching staff; (4) research; (5) social, economic, and material conditions for the teaching and learning process; and (6) various mechanisms of quality assessment. The evaluation indicates that the quality control system now in place, although in need of improvement, contributes to the quality of Russian higher education and science. (Contains 6 tables, 4 figures, and 121 endnotes.) (SLD)