Abstract
To contribute to the UN Sustainable Development Goals (SDGs) agenda, Vocational and Technical Education (VTE) requires a systemic alignment—both in structure and functional processes—of its vocational teacher preparation institutions. This chapter aims to provide a historical and policy overview of the Vocational-Pedagogical Education (VPE), and discuss its possible contribution to sustainable development in Russia. The chapter starts with a positioning of the Russian VTE and VPE systems in the context of the SDGs. Using a descriptive single-case study method, the chapter discusses the findings derived from (1) 50 interviews of VPE stakeholders, and (2) analysis of related documents and artifacts. The resulting four sustainable development factors of the VPE—network cooperation, diversity of interacting agents, shared resources, and educational logistics—indicate unique and innovative ways to advance the SDGs. The unique systemic characteristics, such as: standing at the junction of pedagogical sciences and vocational training; attachment to the economic demands and conditions; structural flexibility; and instant adoption of innovation, make Russian VPE a crucial agent of sustainable personal empowerment and national growth, as stipulated in the SDGs. It is argued that the findings of this research could be used as guideposts for analysing other VPE systems in transitioning economies.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
Tucker identifies three types of global VET systems: Educational, Apprenticeship, and Hybrid.
- 2.
An official timeline of the Russian formal VTE system starts from an opening of the Vocational School of Mathematics and Navigation Sciences in St. Petersburg in 1701.
- 3.
Russian education system includes two levels of education: (1) General Level: preschool, primary, elementary, and secondary education; (2) Professional Level: vocational education, vocational training, higher/tertiary, and post-graduate education.
- 4.
Fiodorov and Tretyakova refer to the 1892 “Guidelines for preparing teachers of the special subjects and practical sessions for secondary and general technical colleges”.
- 5.
A position of Rector in European universities is equivalent to one of as University President.
- 6.
In the 1990s, Russian education degree system was not yet aligned with international model of Baccalaureate, Masters, and Doctoral levels.
- 7.
At the time of the research, a list of VPE segments followed the 2014 Federal State Educational Standards and included 18 industries (metallurgy, polygraph, agriculture, information technology, construction, service, etc.).
- 8.
A simplified version of the VPE Network Cooperation Model includes the following dimensions: level of cooperation, form of cooperation, profile of cooperation, direction of cooperation, methods of cooperation, mechanisms of cooperation, and agents of cooperation.
- 9.
Savelyeva derives four key aspects of the global learning environment model: innovative, interactive, intercultural, and interdisciplinary, which are bound by a principal of mutual learning.
- 10.
The authors refer to 2014 version of the Low of Education of the Russia Federation, active at the time of this study.
References
Akimova, O., Dorozhkin, E., & Sikorskaia, G. (2014). The strategy of network cooperation between institutes of professional pedagogical education [Концепция сетевого взаимодействия учреждений профессионально-педагогического образования. Педагогический Журнал Башкортостана]. Bashkortostan Pedagogical Journal, 6(55), 24–34.
Aguinis, H., Boyd, B., Pierce, C., Short, J., Moliterno, T., & Mahony, D. (2011). Network theory of organization: A multilevel approach, Journal of Management, 37(2), 443–467. https://doi.org/10.1177/0149206310371692
Ashraf, N., Ahmadsimab, A., & Pinkse, J. (2017). From animosity to affinity: The interplay of competing logics and interdependence in cross-sector partnerships. Journal of Management Studies, 54, 6. https://doi.org/10.1111/joms.12273
Cedefop. (2017). On the way to 2020: Data for vocational education and training policies—2020 update. Country statistical overview. Publications Office of the European Union. Cedefop research paper, No 61. https://doi.org/10.2801/414017
Chevalier, J., & Buckles, D. (2019). Participatory action research: Theory and methods for engaged inquiry (2nd ed.). Routledge.
Chuchkevich, M. (1999). Fundations of the network organization management [Основы управления сетевыми организациями]. The Institute of Sociology of the Russian Academy of Sciences.
Creswell, J., & Poth, C. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Cummings, T. (Ed.). (2008). Handbook of organization development. Sage.
Davydova, N., Fedorov, V., & Shevchenko, V. (2012). The development of network cooperation in innovation-functioning educational institutes. In G. Dorozhkin & Fiodorova (Eds.), 18th Russian Scientific Practice Conference: Innovations of in Vocational and Vocational-Pedagogical Education (pp. 16–17). The Russian State Vocational Pedagogical University Press.
Denisenko, V. (2003). Foundations of the educational logistics [Основы образовательной логистики]. Kaliningrad State University Press.
Dorozhkin, E., & Сhernoskutova, I. (2020). The problems of formation of the national system of personnel training for vocational schools: Historical and genetic analysis. The Education and Science Journal, 22(3), 172–204. https://doi.org/10.17853/1994-5639-2020-3-172-204
Federal Law “Education in Russian Federation” of 2012, Pub. L. No. N 273-FZ, § 9, Stat. 7374 (2014) (prior to 2020 amendment).
Fiodorov, V. (2001). Vocational-pedagogical education: Theory, empiricism, practice. [Пpoфeccиoнaльнo-пeдaгoгичecкoe oбpaзoвaниe: Teopия, эмпиpикa, пpaктикa]. Ural State Vocational-Pedagogical University Press.
Fedorov, V., & Tretyakova, N. (2017). Vocational-pedagogical education in Russia: Historical and logical periods. The Education and Science Journal, (3), 93–119. https://doi.org/10.17853/1994-5639-2017-3-93-119
Habermas, J. (1991). The structural transformation of the public sphere an inquiry into a category of bourgeois society (T. Burger & F. Lawrence, Trans.). The MIT Press (Original work published in 1962).
Howkings, E., & Bray, J. (2017). Preparing for interprofessional teaching: Theory and practice. Radcliffe.
Kim, I., & Phang, M. (2018). Hierarchical relationship between teaching ability of specialized high school teachers and variables of individual and organizational characteristics [특성화고등학교 교사의 교수능력과개인 및 조직특성 변인의 위계적 관계]. The Journal of Korean Education, 45(3), 141–164. https://doi.org/10.22804/jke.2018.45.3.006
Kilduff, M. & Tsai, W. (2003). Social networks and organizations. Sage. https://doi.org/10.4135/9781849209915
Liu, J., Kitamura, Y., & Savelyeva, T. (2022). Building ‘ecology’ for transforming higher education teaching and learning for sustainability. Asia Pacific Education Review. http://doi.org/10.1007/s12564-022-09794-1.
Maloney, S., Moss, A., Keating, J., Kotsanas, J., & Morgan, P. (2013). Sharing teaching and learning resources: Perceptions of a university’s faculty members. Medical Education, 47(8), 811–819. https://doi.org/10.1111/medu.12225
McKenzie, M. (2017). Affect theory and policy mobility: Challenges and possibilities for critical policy research. Critical Studies in Education, 58(2), 187–204.
Oleynikova, O., & Muravyova, A. (2009). Reform of vocational education in the Russian Federation. In R. Maclean & D. WIllson (Eds.), Education for the changing world of work: Bridging academic and vocational learning. In R. Maclean & D. Wilson (Eds.), International handbook of education for the changing world of work (pp. 469–481). Springer.
Organisation for Economic Co-operation and Development (OECD). (2021). Teachers and leaders in vocational education and training. OECD Reviews of Vocational Education and Training. OECD Publishing. https://doi.org/10.1787/59d4fbb1-en
Park, J., & Savelyeva, T. (2022). An interpretive analysis of the 2030 sustainable development goals in Hong Kong public universities. Asia Pacific Education Review. http://doi.org/10.1007/s12564-022-09777-2.
Pfeffer, J., & Salancik, G. (1978). The external control of organizations. A resource dependence perspective. Harper and Row.
Podolny, J., & Page, K. (1998). Network forms of organization. Annual Review of Sociology, 24, 57–76. https://doi.org/10.1146/annurev.soc.24.1.57
Romantsev, G. (2009). The coherence of vocational education with the demands and trends of economic development: A main point of transformative development. In V. Shevchenko (Ed.), 17th Reginal Scientific Practice Conference: Achieving Goals of Transformative Development: The Design of a Contemporary Educational Model (p. 284) [Соответствие профессионального образования потребностям и тенденциям развития экономики - основной принцип опережающего развития. Национальная образовательная стратегия. Формирование современной модели образования, ориентированной на достижение целей опережающего развития : материалы окружной науч.-практ. конф]. Ural Branch of the Russian Academy of Education Press.
Russian State Vocational-Pedagogical University (RSVPU). (n.d.). Official history of RSVPU. https://www.rsvpu.ru/about/istoriya-i-simvolika/oficialnaya-istoriy
Ruiz-Valenzuela, J., Terrier, C., & Effenterre, C. (2017). Effectiveness of CEOs in the public sector: Evidence from further education institutions. Briefing Note 005. The Centre for Vocational Education Research. http://cver.lse.ac.uk/textonly/cver/pubs/cverbrf005.pdf
Savelyeva, T. (2009). Global Learning Environment: Innovative concept and interactive model for changing academia and academics. VDM-Verlag.
Savelyeva, T. (2012a). Esca** the “structural trap” of sustainability in academia through Global Learning Environment. In K. Bartels & K. Parker (Eds.), Teaching sustainability/teaching sustainably (pp. 231–241). Routledge (Taylor and Francis).
Savelyeva, T. (2012b). Connecting instructional and cognitive aspects of a LE: A study of the Global Seminar Project. Learning Environment Research, 15(1), 65–79. https://doi.org/10.1007/s10984-012-9099-1
Savelyeva, T. (2013a). It’s everybody’s business: Addressing the challenge of team-teaching, partnership in Global Seminar. In L. Johnston (Ed.), Higher education for sustainability: Cases, challenges, and opportunities from across the curriculum (pp. 139–153). Routledge (Taylor and Francis).
Savelyeva, T. (2013b). Toward a conceptual synthesis and ecological approach to case studies of curricular innovation implementation and university restructuring in Russian higher education. International Journal of Higher Education, 2(4), 228–237. https://doi.org/10.5430/ijhe.v2n4p228
Savelyeva, T. (2014). Implementation of Creative Education policy in Russian higher education curricula. Creative Education, 5(2), 86–92. https://doi.org/10.4236/ce.2014.52014
Savelyeva, T. (2022a). In times of uncertainty: Advancing university sustainability model in Hong Kong. In W. Leal Filho (Ed.), Handbook of sustainability science in the future. Springer. https://doi.org/10.1007/978-3-030-68074-9_122-1
Savelyeva, T. (2022b). The influence of education and family systems on the sustainability values of Hong Kong university students. Asia Pacific Education Review. https://doi.org/10.1007/s12564-022-09786-1.
Savelyeva, T., & McKenna, J. (2011). Campus sustainability: Emerging curricula models in higher education. International Journal of Sustainability in Higher Education, 12(1), 55–66. https://doi.org/10.1108/14676371111098302
Savelyeva, T., & Park, J. (2012). Ecologism and complexity of campus sustainability discourse. Sustainable development at universities: New horizons. In W. Leal (Ed.), Environmental Education, Communication, and Sustainability (Vol 34, pp. 183–192). Peter Lang.
Savelyeva, T., & Park, J. (2022). Blockchain technology and sustainable education. The British Journal of Educational Technology 53(6), 1591–1604. https://doi.org/10.1111/bjet.13273.
Savelyeva, T., do Livramento, G., & de Andrade J. (2021). New knowledge ecologies and politics of technological change. In M. Peters & R. Heraud (Eds.), Encyclopedia of educational innovation. Springer. https://doi.org/10.1007/978-981-13-2262-4_259-1
Tomlinson, H. (2014). Educational management: Major themes in education. Routledge.
Tran, L., & Le, T. (2017). Teacher professional development under the impact of internationalization in VET: Transnational perspectives. In L. T. Tran & K. Dempsey (Eds.), Internationalization in vocational education and training (pp. 77–94). Springer.
Tran, L., & Le, T. (2018). Teacher professional learning in international education: Practice and perspectives from the Vocational Education and Training sector. Springer.
Trofimova, O. (2017). Educational logistics as a bases for educational institution management. Educational Management and Economics, 8, 38–42. Pedagogical Education in Russia. https://doi.org/10.26170/po17-08-06, http://elar.uspu.ru/handle/uspu/8058
Tucker, M. (Ed.). (2019). Vocational education and training for a global economy: Lessons from four countries. Harvard Education Press.
Ulemuratova, B. (2013). “Resource Centre:” Students’ preparation and training for vocational education and practices. Karaganda State Polytechnic University Press.
United Nations (UN). (2015). Transforming our world: The 2030 agenda for sustainable development A/RES/70/1. United Nations Publishing.
United Nations Educational, Scientific and Cultural Organisation Institute for Lifelong Learning (UNESCO UIL). (2020). Annual report for lifelong learning. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. UN. https://annualreports.uil.unesco.org/
United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2012, May 16). Shanghai consensus: Recommendations of the Third International Congress on Technical and Vocational Education and Training: ‘Transforming TVET: Building skills for work and life. UNESCO. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/concensus-en.pdf
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Sikorskaia, G., Savelyeva, T. (2022). Vocational cum Pedagogical Tertiary Education and Sustainable Development in Russia. In: Savelyeva, T., Fang, G. (eds) Sustainable Tertiary Education in Asia. Springer, Singapore. https://doi.org/10.1007/978-981-19-5104-6_11
Download citation
DOI: https://doi.org/10.1007/978-981-19-5104-6_11
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-19-5102-2
Online ISBN: 978-981-19-5104-6
eBook Packages: EducationEducation (R0)