Published on Nov 6, 2014
Our very first episode from Russia! See how Anya explores St. Petersburg and finds out what people think about their city!
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Easy Languages is an international video project aiming at supporting people worldwide to learn languages through authentic street interviews. We also use this format to expose our street culture abroad and create a more diverse image of our countries. Episodes are produced in local languages and contain subtitles in both the original language as well as in English.
Host: Anya Fokin
Camera & Edit: Grisha Fokin
Co-Producer: Anna Fokin
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Published on Mar 5, 2012
http://www.euronews.net/ Russia has an enviably high literacy rate of nearly 100%. The influences of the Soviet era are still very much present although, to keep up with the modern world, these are now changing. But what about the overall quality of education? What do Russians themselves think of their education system?
The New Humanitarian School in Moscow was one of the first private schools to open in Russia after the end of the Soviet era, and its teaching is radically different.
Vasily Bogin, the head teacher and founder of the New Humanitarian School, said: "We educate children in a broad sense. The education we give them includes developing their personal potential. A smart villain is worse than a stupid one. So it is primordial to make a good person first, and then a clever one."
Lessons include "anti-manipulation classes" - interpreting hidden messages in the media. The aim is to make each child capable of independent thought.
TOP-QUALITY teaching, stringent admissions criteria and impressive qualifications allow the world’s best universities to charge mega-fees: over $50,000 for a year of undergraduate study at Harvard. Less exalted providers have boomed too, with a similar model that sells seminars, lectures, exams and a “salad days” social life in a single bundle. Now online provision is transforming higher education, giving the best universities a chance to widen their catch, opening new opportunities for the agile, and threatening doom for the laggard and mediocre.
The roots are decades old. Britain’s Open University started teaching via radio and television in 1971; the for-profit University of Phoenix has been teaching online since 1989; MIT and others have been posting lectures on the internet for a decade. But the change in 2012 has been electrifying. Two start-ups, both spawned by Stanford University, are recruiting students at an astonishing rate for “massive open online courses” or MOOCs. In January Sebastian Thrun, a computer-science professor there, announced the launch of Udacity. It started to offer courses the next month—a nanosecond by the standards of old-style university decision making. He also gave up his Stanford tenure, saying that Udacity had “completely changed my perspective”. In October Udacity raised $15m from investors. It has 475,000 users.
In April two of Mr Thrun’s ex-colleagues, Andrew Ng and Daphne Koller, launched a rival, Coursera, with $16m in venture capital. At first it offered online courses from four universities. By August it had signed up 1m students, rising to over 2m now. Its most successful class, “How to reason and argue”, attracted over 180,000 students. Harvard and MIT announced they would each put up $30m to launch edX, a non-profit venture offering courses from Ivy League universities. Other schools have joined too.
Republic of Letters
The trend stretches far beyond America. Eight among Coursera’s 33 partners are foreign, including the universities of Edinburgh, Toronto and Melbourne. On December 14th a consortium of British providers, led by the Open University and including Bristol, St Andrews and Warwick, said Futurelearn, a new platform for free courses, would soon compete with the American newcomers.
Individual academics have MOOCs too. Tyler Cowen of George Mason University has launched Marginal Revolution University, named after his own popular blog, to provide free economics education.
One spur is economic and political pressure to improve productivity in higher education. The cost per student in America has risen at almost five times the rate of inflation since 1983. For universities beset by heavy debts, smaller taxpayer subsidies and a cyclical decline in enrolment, online courses mean better tuition, higher graduation rates and lower-cost degrees. New technology also gives the innovative a chance to shine against their rivals.
MOOCs are more than good university lectures available online. The real innovation comes from integrating academics talking with interactive coursework, such as automated tests, quizzes and even games. Real-life lectures have no pause, rewind (or fast-forward) buttons; MOOCs let students learn at their own pace, typically with short, engaging videos, modelled on the hugely successful online lecturettes pioneered by TED, a non-profit organiser of upmarket mindfests.
The cost of the courses can be spread over huge numbers of students. A Udacity course on machine learning, taught by Peter Norvig, Google’s director of research, attracted 160,000 students. Ms Koller of Coursera muses that a single virtual classroom may one day seat 1.5m. Thousands of minds mingle in moderated discussion forums, where learners in Peru, Finland or Japan can speedily reply to a struggling student’s question, highlight points that are unclear, and even grade each others’ work.
MOOCs enrich education for rich-world students, especially the cash-strapped, and those dissatisfied with what their own colleges are offering. But for others, especially in poor countries, online education opens the door to yearned-for opportunities. One famous MOOC graduate is Khadijah Niazi, an 11-year-old girl in Lahore who completed Udacity’s Physics 100 class. Of the 155,000 people from five countries who registered for MIT’s prototype Circuits and Electronics course, only 45% were aged between 18 and 25. Most traffic came from five countries: America, India, Britain, Colombia and Spain. Some 7,200 students passed the course.
Spires not wires
Some of Europe’s best schools are determinedly unruffled. Oxford says that MOOCs “will not prompt it to change anything”, adding that it “does not see them as revolutionary in anything other than scale”. Cambridge even says it is “nonsense” to see MOOCs as a rival; it is “not in the business of online education”.
Such universities are likely to continue to attract the best (and richest) applicants who want personal tuition and the whiff of research in the air. They have other benefits too, including sublime architecture, better marriage partners and a huge career boost. For these places, MOOCs are chiefly a marketing opportunity: once customers taste the lectures, they may pay for the rest of the bundle.
But elsewhere change is likely to be more disruptive. Clayton Christensen, a Harvard Business School professor and author of “The Innovative University”, predicts “wholesale bankruptcies” over the next decade among standard universities.
One potential casualty is the cross-subsidy between teaching and research. MOOCs will make it far harder to overcharge students, especially undergraduates, in order to subsidise research that nobody else will pay for. Some universities will have to specialise to survive—perhaps dropping indifferent lecturing or teaching to concentrate on something else, such as brilliantly set and marked examinations. Online platforms will also allow clusters of universities to pool resources, such as providing first-year undergraduate lecture courses, suggests William Lawton, director of the Observatory on Borderless Higher Education, a think-tank in London.
To compete head-on with established providers, MOOCs must not just teach but also provide credible qualifications. The vast majority of Coursera, Udacity and edX offerings do not provide a degree. This may be one reason for MOOCs’ high drop-out rates: even the most ardent knowledge-lover needs qualifications. Another worry is that online tests are open to cheating and plagiarism. Even soundly run mechanical tests are no substitute for the fuller picture provided by human examiners. Peer grading (students’ assessments of their fellows), even if honest, may be flawed.
One option is non-academic testing. Google already has links with Udacity. A certificate of programming proficiency from a firm like that might impress some employers more than an old-style degree.
Elsewhere, pickings so far are slim. The American Council on Education is reviewing a handful of Coursera’s classes for credit equivalency; once approved, universities can choose to grant credit for them (or not). Freiburg University in Germany gives credit for a Udacity course. North Virginia Community College has started awarding credits for introductory college courses provided for around $100 by Straighter Line, a for-profit online-education firm. Students can transfer these to George Mason University.
Even if MOOCs can coin sound academic currency, they must also make real money. Though marginal costs are low, designing enticing online material is costly. Non-profit ventures such as edX want to break even. Others have investors to satisfy. The first way of generating revenue is a “freemium” model, in which the course is free but the graduation certificate is paid-for. Udacity, for example, charges $89 for an exam invigilated by Pearson VUE, an electronic-testing firm; its parent company is a part-owner of this newspaper.
A second model is to charge potential employers a fee for spotting suitable recruits among the students. Coursera charges for referrals to its best students. A third option is to license online courses to universities to help them improve their offerings to students. Ms Koller foresees a blended approach, in which universities mix MOOCs and in-house provision to expand the range of degrees they offer.
Mr Christensen predicts that most universities below the upper tier will have to integrate a “second, virtual university” into the standard one. Good online classes would reduce the need for costly campus facilities and free teachers’ time for individual tutoring. Knewton, a for-profit provider of personalised online education, calls that idea the “flipped classroom”.
Coursera and edX both want to work with standard providers. Udacity, as its name suggests, is more daring. Mr Thrun is hiring more big names from outside academia, to join Google’s Mr Norvig. Mr Thrun predicts that in 50 years there will be only ten universities left in the world.
If not quite on that scale, MOOCs clearly mean upheaval for the cosseted and incompetent. But for those who most want it, education will be transformed.
Source: Sergey Sergeev / RIA Novosti
Moscow State University (MGU) was ranked 25th in the latest World Reputation Ranking of the world’s leading universities. It is the highest position ever held by a Russian university in the rankings. Last year, MGU was ranked in the 60s.
St. Petersburg State University (SPGU) also made the list for the first time, as part of the group of universities ranked between 71-80.
"For Russia, this is a good year in terms of reputational rankings because MGU climbed to 25th place, while another university entered the rankings,” said World Reputation Rankings editor Phil Betty. “A good reputation in the world is very important because it helps universities and Russia as a whole to attract and retain talented people. But Russia, too, must be vigilant: there is a gaping chasm between these beautiful reputational data and stiff objective methodology of the rating of the world's best universities. Russia needs a lot of work on the protection of their global brands to make them competitive on the world stage.”
This year, as in 2014, the top-ranked university in the world is Harvard Unversity. Second and third place are taken by Cambridge University and Oxford University in the UK.
The list, which is compiled by Times Higher Education and Thomson Reuters, involves the opinions of more than 10,000 education experts in 140 countries. The 2015 ranking was released March 12.
First published in Russian at RIA Novosti.
The BRICS economies want to institute a BRICS Network University that could be a potential victory for the cause of higher education in these five countries and to the international postgraduate market.
“A large-scale event to establish a BRICS Network University has been planned for September, and in October, a BRICS Global University Summit will take place in Moscow,” said Russian Deputy Minister of Education and Science Alexander Klimov in St. Petersburg.
He was speaking at an international conference on “Education and global cities” being held in the Russian city from May14-15.
Demographic changes in BRICS mean the appetite for higher education is expanding quickly and providing a source of international postgrad students that the US and UK are currently exploiting.
“Over the course of the next month and a half we should agree on the fundamental structure of BRICS University so that in September, the BRICS Network University, endorsed by all members of the association, will be officially established,” Klimov said.
Both the UK and US universities are heavily dependent on the BRICS, especially China and India, for their international numbers. India, by 2024, will be home to the largest tertiary-aged population, numbering over 119 million.
The ‘BRICS Working Group on Education’, comprised of senior officials and ministers will meet on 25-26 June and later in November in Moscow to formulate the development of the proposed university.
The discussions ahead of the 7th BRICS Summit in Russia is expected to highlight the critical role that education plays in creating a skilled workforce that meets the needs of industry in these emerging markets.
The BRICS – Brazil, Russia, India, China and South Africa – agreed to set up the $100 billion development bank last July, in a step toward reshaping the Western-dominated international financial system.
The BRICS Bank’s first president will take charge within the next ten days, said the Indian Finance Ministry on Thursday.
The Bank will have its headquarters in China with India holding its first rotating presidency.
Presidents Xi Jinping, Vladimir Putin, Dilma Rousseff, Jacob Zuma and Prime Minister Narendra Modi will meet in Russia on 8-9 July to further consolidate ties within the bloc.
Uploaded on Sep 2, 2008
Today we talk about studying in Russia. In Soviet times the system of education was rated among the best in the world. And it was absolutely free. Thousands of young men and women from abroad, especially from other socialist countries, came to study in Soviet Universities. But during Perestroika and the tough economic reforms of the 90s, much of the tradition of excellence was lost. But in recent years much has been regained. The question now is whether Russia is again a destination for quality education. We'll be putting that to the rector of the Peoples' Friendship University of Russia, Vladimir Filippov.
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Published on Apr 6, 2014
In this video, some of my friends said why they chose education in Russia? Apologies for the quality of video and installation (But for me the main thing was not how it is filmed but what the guys say :)
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- Academy of labour & social relations, Ekaterinburg branch, Yekaterinburg
- Academy of Management "TISBI", Kazan
- Academy of Marketing and Social Information Technologies, Krasnodar
- Academy of National Economy under the Government of Russian Federation, Moscow
- Altai Academy of Economics and Law -non-state non-profitable higher educational institution institute, Barnaul
- Altai State University (ASU), Barnaul
- Amur State University, Blagoveshchensk, Amur Oblast
- Amur State University of Humanities and Pedagogy, Komsomolsk-on-Amur
- Astrakhan State Medical Academy of the Federal Agency of Health and Social Development, Astrakhan
- Astrakhan State Technical University, Astrakhan
- Astrakhan State University, Astrakhan
- Baikal State University of Economics and Law, Irkutsk
- Barnaul State Pedagogical University, Barnaul
- Bashkir Academy of Public Administration and Management under the Auspices of the Republic of Bashkortostan, Ufa
- Bashkir State Agrarian University, Ufa
- Bashkir State Pedagogical University named after M. Akmulla, Ufa
- Belgorod State National Research University, Belgorod
- Belgorod State Technological University named after V.G. Shoukhov, Belgorod
- Belgorod State University of Arts and Culture, Belgorod
- Blagoveshchensk State Pedagogical University, Blagoveshchensk, Amur Oblast
- Branch of Moscow State University of Services, Pyatigorsk
- Bratsk State university, Bratsk
- Bryansk State Academician I. G. Petrovsky University, Bryansk
- Bryansk State Agricultural Academy, Bryansk
- Buryat State University, Ulan-Ude
- Chekov Taganrog State Pedagogical Institute, Taganrog
- Chelyabinsk State Pedagogical University, Chelyabinsk
- Chelyabinsk State University, Chelyabinsk
- Cherepovets State University, Cherepovets
- Chita State Medical Academy Health Service and Social Development Federal Agency of Russian Federation, Chita
- Chuvash State Pedagogical University named after I.Y. Yakovlev, Cheboksary
- D.Mendeleev University of Chemical Technology of Russia, Moscow
- Dagestan State University, Makhachkala
- East Siberian State Academy of Culture and Arts, Ulan-Ude
- East-Siberian Institute for Tourism - branch of Russian International Academy for Tourism, Krasnoyarsk
- Far East State Academy of Arts, Vladivostok
- Far Eastern State Transport University, Khabarovsk
- Far-Eastern National Technical University, Vladivostok
- Far-Eastern Russian Legal Academy of the Ministry of Justice of Russian Federation, Khabarovsk
- Federal state budget educational institution of higher professional education South Ural State University (national research university), Chelyabinsk
- Federal State Budget Educational Institution of Higher Professional Education "Voronezh State University of Engineering Technologies" (FSBEI HPE "VSUET”), Voronezh
- Federal State Government-Funded Educational Institution of Higher Professional Education Yuri Gagarin State Technical University of Saratov, Saratov
- Finance Academy under the Government of the Russian Federation, Moscow
- Finance and Technology Academy, Korolyov
- Gorno-Altaisk State University, Gorno-Altaysk
- Herzen State Pedagogical University of Russia, Saint Petersburg
- Higher School of Economics, Moscow
- Himki branch Educational establishment for higher and professional education Centrosoyuz of the Russian Federation "Russian university of co-operatives", Khimki
- Immanuel Kant State University of Russia, Kaliningrad
- Institute of Cinematography named after S.A.Gerasimov, Moscow
© 2006-2013 Ministry of Education and Science of Russia Copyright Notice http://en.russia.edu.ru/idbv/#sthash.kl6UkKkK.dpuf
The proposed project envisages extension of term financing to Impexbank (Impex) to assist the bank in diversifying its business by expanding lending to private sector small and medium sized enterprises (SME) operating in the Russian Federation.
The project will promote the extension of financial intermediation in Russia by using Impex’s broad regional network to reach Russian regional SME clients with longer tenor funding and trade finance products.
The project is also expected to foster competition in the banking sector by giving borrowers in different regions across Russia greater choice in accessing banking products which best fit their needs.
The project seeks also to set high standards of corporate governance and financial discipline for Impex by introducing a number of performance benchmarks for transparency and business conduct. Adherence to these principles will contribute to strengthen Impex’s profile in the local and international financial markets.
Impex is a private universal bank among top 30 Russian banks in terms of asset size, majority owned by Mr. Boris Ivanishvili. Impex is headquartered in Moscow and carries out its activities through 30 offices in Moscow and 45 full service regional branches located in 44 regions of the Russian Federation.
Term Loan of USD 20 million (EUR 17 million).
USD 20 million (EUR 17 million).
Impexbank will comply with EBRD’s Environmental Procedures for Intermediated Financing through Local Banks for each respective project components. Impexbank will also need to submit an annual environmental report to the Bank.
Alexey Korovin, Deputy Chairman of the Management Board
Tel: +7 095 258 3220
Fax: +7 095 248 1370
For business opportunities or procurement, contact the client company.
EBRD project enquiries not related to procurement:
Tel: +44 20 7338 7168; Fax: +44 20 7338 7380
Public Information Policy (PIP)
The PIP sets out how the EBRD discloses information and consults with its stakeholders so as to promote better awareness and understanding of its strategies, policies and operations.
Text of the PIP
Project Complaint Mechanism (PCM)
The EBRD has established the Project Complaint Mechanism (PCM) to provide an opportunity for an independent review of complaints from one or more individuals or from organisations concerning projects financed by the Bank which are alleged to have caused, or likely to cause, harm.
Any complaint under the PCM must be filed no later than 12 months after the last distribution of EBRD funds. You may contact the PCM officer (at firstname.lastname@example.org) or the relevant EBRD Resident Office for assistance if you are uncertain as to the period within which a complaint must be filed.
Published on Jun 4, 2013
[This video presented by Mike Greer, The Best Free Training website: http://www.bestfreetraining.net ]
This is a video tour of "Alison: A New World of Free Certified Learning." Alison is simply amazing! It provides 500 free courses, 60 million free lessons, over 4 million hours of study, as well as diplomas, certifications, teacher/supervisor tracking tools, and more.
From the website: "ALISON is the world's leading free online learning resource for basic and essential workplace skills. ALISON provides high-quality, engaging, interactive multimedia courseware for certification and standards-based learning.... The mission of ALISON is to enable anyone, anywhere, to educate themselves for free via interactive, self-paced multimedia. It is our belief that through ALISON, the cost of access to high-quality education can be removed....Through the ALISON learning platform we can assist people around the world in educating themselves, thereby creating a more equitable and sustainable global society."
(For more reviews of great free training and education resources, visit The Best Free Training website, http://www.bestfreetraining.net or watch the YouTube Tour here: http://youtu.be/QLche6io7Ew ) -- Or visit Mike Greer's WORTH SHARING at http://worth-sharing.net
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Massive Open Online Courses (MOOCs) have opened new doors for free online learning that lends itself well to ICT-related subjects. Meanwhile, employers seek candidates with relevant web skills. The Supply and Demand of MOOCs Infographic shows what skills are most in demand and what MOOCs are available that teach those skills, based on the results of a study conducted by the European Commission.
Top skills employers are looking for:
- Web and app design
- Domain-specific skills
- Programming languages
Top skills students want to learn:
- Web design
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Published on Nov 7, 2013
There is a lot of it, because all vocational training is done through secondary school.-- Created using PowToon -- Free sign up athttp://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
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Published time: March 23, 2011 19:36
Edited time: March 23, 2011 23:29
The country’s government has decided to plug a shortage of skilled labour in the economy by reviving technical colleges.
The initiative was brought up by President Medvedev, who said that Russia needs to cut the number of universities in order to focus on raising standardsin vocational training.
“Private higher education facilities should all gradually be closed down, because what they are offering in many cases is beyond bad,” Medvedev said. “It’s an irresponsible and low-quality education. However, we could easily turn some of these schools into quality colleges. We should return to professional technical education, and it’s in the interest of business to aid us in this process.”
Technical college education takes three years. Alongside academic studies, starting from 16-years-old, students are taught several inter-linked vocations. Most go on to work as skilled workers, many become self-employed.
Sometimes even adults leave their office jobs and retrain. Sergey Elin used to be a bank worker, but when he realized he could earn more money with his hands, he became a carpenter.
“Not only is this work more profitable, but while I could always get fired from a bank, here I make my own luck,” he told RT.
There are 900 technical colleges in Russia – down from more than 5,000 twenty years ago. Two-thirds of Russians still believe that studying at a technical college is not prestigious.
“Skilled labour has fallen out of favour,” Larisa Stolyarskaya, director of Vocational Technical School No.87, told RT. “Instead, after the USSR collapsed we started producing tens of thousands of lawyers and accountants. Now there are too many of them – they are not wanted by the market.”
Now the government wants more businesses to give real-work placements and guarantee jobs to the top students. Others will be given more advice on starting their own business.
“There is a group of us who all support each other, and we have agreed that as soon as we are out of here, we will open our garage,” student Aleksey Mitchenko told RT.
Viewed by many as second-rate institutions for perennial underachievers, the government has promised before to increase the attractiveness of technical colleges several times – but to no effect. Now that there is a real economic need for the skills they teach, maybe the institutions are finally turning the corner.
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