New Skills for New Century : Informing Regional Policy
As part of the World Bank’s analytical support program in Russia, the team has been working with their Russian counterparts on collecting and analyzing data in order to gather evidence to inform coherent policies and strategies for creating modern...
| Main Authors: | , , , , , |
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| Format: | Report |
| Language: | English |
| Published: |
World Bank, Washington, DC
2021
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/522441624592935175/Russian-Federation-New-Skills-for-New-Century-Regional-Policy http://hdl.handle.net/10986/35934 |
| Summary: | As part of the World Bank’s analytical
support program in Russia, the team has been working with
their Russian counterparts on collecting and analyzing data
in order to gather evidence to inform coherent policies and
strategies for creating modern schools and for promoting
21st-century teaching and learning in Russia. Both goals are
being pursued through a series of national projects aimed
at: (i) modernizing teaching and learning; (ii) putting
Russia in the top 10 countries in terms of scores on
international assessments; and (iii) expanding school
infrastructure to ensure full-day schooling throughout the
country. This new report presents a rigorous analysis of the
data collected as part of the Trends in Mathematics and
Science Study (TIMSS) in 2019 complemented by data on Russia
from the OECD’s School User Survey (SUS), which was also
fielded in 2019. The team added the SUS to the study as part
of its collaboration with its Russian counterparts. The
total sample represents all general education systems in the
Russian Federation. This report also includes data from
Information and Communication (IC) Literacy Test7 conducted
in 2020 combined with the SUS. The two datasets are not
related but both cover 21st-century skills and Russian
students. This report analyzes the various 21st-century
skills that it was possible to analyze using data from the
TIMSS and IC Literacy Test. The analysis provides
descriptive statistics related to the learning environments
and teaching practices in Russia and draws some correlations
between learning environment variables and learning
outcomes. Furthermore, the study shows how different
teaching styles affect student learning in the mathematics,
science, and cognitive (reasoning and applying) domains of
TIMSS. The team also analyzed the wellbeing construct
included in TIMSS 2019. They found that the cognitive
domains of reasoning and applying were well aligned with the
21st-century skills that can be measured directly by TIMSS.
This study also attempts to use self-reported data from
TIMSS student and teacher questionnaires and construct
measures to stimulate teaching and learning activities
related to 21st-century skills development. The study also
assesses the impact of such measures on student performance
across subject and cognitive domains. In exploring IC
literacy and ICT technology in schools, the report analyzes
key characteristics of the school environment, the use of
ICT in schools, the use of technology by teachers with
different mindsets towards modern education, and
students' performance on the IC Literacy Test with an
analysis of the context of the questions. |
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