Revitalizing Primary and Secondary Education in Russia

Last weekend I was a speaker/panelist at the St Petersburg International Economic Forum on the subject of Revitalizing Primary and Secondary Education in Russia. Learning outcomes in Russia are rather uncompetitive when seen from an international perspective. I was also surprised to hear that schools in many urban areas run two shifts a day due to a lack of capacity.

Although Sanoma Learning is not currently directly active on the Russian market, we were interested to contribute to the discussion. Firstly, because we believe that education is one of the most powerful instruments known for developing individual talent, reducing poverty and inequality and for laying the basis for sustained economic growth, sound governance and effective institutions across the globe. And secondly since we might be able to contribute to improving Russian learning outcomes in the future.

What can Russia learn from our experience?

I was asked what Russia could learn from our experience. I cannot claim to be an expert on Russian education. However, we are an integral player in a number of education systems that consistently perform very well – including Finland, The Netherlands and Belgium. In addition we are the market leader in Poland which has been one of the rising stars on outcomes in recent years. And we have recently acquired a position in Sweden and are keen to support teachers in raising learning outcomes there too.

On the basis of our experience in these successful systems, we believe there are three cornerstones of excellence in primary and secondary education.

1. Skilled and motivated teachers

The first cornerstone is to make sure the level of skills and motivation of teachers is high. A skilled teacher is like a great leader – the impact is huge. They are the heroes and heroines of education. For example, this means:
a. Getting the best people to apply to teacher training
b. Paying them adequately
c. Making sure they are treated with respect, both in school and in society
d. Not over-managing them – they are professionals. Give them space to run their classes without too many rules
e. Making sure they have access to good learning and teaching materials and are free to choose them based on their professional insights. State-prescribed and created materials tend to lead to lower standards and reduced motivation for teachers
f. Keeping their skills up-to-date.

2. Motivated pupils

The second cornerstone is to ensure that pupils are motivated. The correlation between motivation and outcomes is high. This includes:
a. As described above, recruiting and retaining good teachers who can motivate pupils and classes
b. Promoting equity. It’s important to support poorly-performing students and students in economically less advantaged areas. Furthermore, to include marginalized pupils such as those with special needs or from diverse backgrounds and minorities in the mainstream. Their education should be well resourced. It will significantly improve their life chances and lead to better overall outcomes
c. Ensuring that education is valued in society. Amongst others, this will encourage parents to support learning, and this will raise expectations which typically raises outcomes too
d. Finding ways to personalise the process of learning, for example by using technology, or ensuring the teacher has time for individual intervention, or by providing access to tutors. Personalisation improves engagement and better engagement tends to lead to improved outcomes
e. Using high quality learning materials, that both pupils and teachers appreciate.

3. High quality learning solutions

We believe that the third cornerstone to excellence in education is to provide teachers and pupils with high quality learning solutions. They can make a significant contribution to achieving excellent learning outcomes, in a time- and cost-effective manner, whilst keeping pupils and teachers engaged on the journey of learning. Such solutions could include the following elements (for some parts depending on the ICT status of the school):

a. Close “fit” with the local curriculum, language, culture and ways
b. Excellent instructional design
c. Good user experience
d. Play multichannel
e. Capture data and can give insights, and on that basis can be personalisable and adaptive
f. Deploy a coherent learning path and design – easy to use for both pupil and teacher
g. The teacher should have a high level of freedom to choose from a competitive offering – to find the solution that fits them and their class best.

Our beliefs

So those are our beliefs about the cornerstones of creating excellent education systems. There is probably not a single approach that can be copied and pasted across the globe. But the chances are good that most education systems (including Russia) would benefit by focusing on skilled teachers, motivating pupils and providing high quality learning solutions.

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