4 edition of Post-Soviet transformation found in the catalog.
1992 by Congressional Research Service, Library of Congress in [Washington, D.C.] .
Written in English
|Other titles||Post Soviet transformation.|
|Statement||by Francis T. Miko and Stuart D. Goldman.|
|Series||CRS issue brief -- IB92013., Issue brief (Library of Congress. Congressional Research Service) -- IB92013., Major studies and issue briefs of the Congressional Research Service -- 1992, IB92013.|
|Contributions||Goldman, Stuart D., 1943-, Library of Congress. Congressional Research Service.|
|The Physical Object|
|Number of Pages||14|
Assuming distinctive features of each national context, the project benefits from the unique institutional classifications developed for each chapter by their authors. The post-Soviet classifications embracing state of art of each national system enable to catch the nature of the current institutional landscape and to trace the transformations of the institutional landscape since gaining the independence. Following Kwiek, who reflects on the particular path of marketization in Poland, we argue that in the case of post-Soviet states, marketization of higher education was dual: both internal to the public sector through tuition fees and external through the emergence of non-state providers. In the absolute majority of countries, the enrolments continued to be concentrated in the public institutions Table A. They either kept their higher education public e.
The competition in Central Asia was on average much fiercer, with — applications per vacancies but in Kazakhstan. In the absolute majority of countries, the enrolments continued to be concentrated in the public institutions Table A. In all countries, the economic collapse, transformational recessions, the breakdown of economic ties with the other former republics in what was a large federal network and political changes had dramatic effects on the economy and living standards. The comprehensive universities were supposed to play an important role in research, and their graduates were expected to make use of their research-oriented education in their professional activities. Indeed, despite the official approach of uniformity, a vertically differentiated system of higher education was evident in the USSR. How does the process of the transnational circulation of racist and racialising discourses work?
In his comparative analysis of the transitional economies of Central and Eastern Europe, the Baltics, and 12 CIS countries, Izyumov finds that in all CIS countries the reforms were implemented by inconsistent shock therapy, ineffective privatization and highly inflationary monetary policies. In some countries it probably increased social mobility somewhat, but also fostered inequities by advantaging those from better-off families see chapters on Georgia, Kyrgyz Republic. In the Soviet period, each HEI held written and oral examination in subjects corresponding to the field of study. The argument in favour of this particular set of reforms was socially constructed Fourcade-Gourinchas and Babbin terms of the perceived need to follow a certain ideal type.
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Mostly the aid was focused on secondary school reform, but some was targeted towards higher education. In South Caucasus, Georgia, Armenia and Azerbaijan have embarked upon distinctly different, but invariably contingent, paths of development.
This open access book is a result of the first ever study of the transformations of the higher education institutional landscape in fifteen former USSR countries after the dissolution of the Soviet Union in Through processes of academic drift those institutions lower in the pecking order may emulate higher-status institutions and this could undermine the functional differentiation.
Golinkin had no idea what it meant to be a Jew, but he did know he did Post-Soviet transformation book want to be one. With these conceptual tools in mind, we asked our country authors to reflect on the following questions: How did the landscape look like at the moment of or just before independence?
Free shipping for individuals worldwide Usually dispatched within 3 to 5 business days. In Uzbekistan, the enrolment also decreased sharply at first and the system has yet to achieve the Soviet level of student numbers aboutnow versus overin the Soviet era see Tables A.
The differentiation of the large higher education system was already noted. This chapter also introduces all country cases included in the study and highlights their main points, after which it concludes with our final reflections on the changes in higher education institutional landscapes in 15 post-Soviet countries.
From to onwards, most higher education institutions were transferred from the ministry of education Narkompros to various sectoral ministries and state departments David-Fox ; Ryzhkovskiy In the absolute majority of countries, the enrolments continued to be concentrated in the public institutions Table A.
The similarities and differences between the national contexts, together with the challenges of the independence period, created a unique constellation of political, economic, sociocultural and demographic conditions in each country.
This structure was created in the Stalin era. Although he and his family had no plans beyond reaching a Vienna train station, Lev always remembered the day he left his hometown as the happiest of his life.
In Central Asia and many parts of the Caucasus the cultural heritage of Islam in its different varieties gave rise to new markers of identity but also to violent contestations.
Drawing on three case studies of internationalization in post-socialist countries, including former Soviet Georgia and Kazakhstan, Orosz and Perna found that internationalization has become an important dimension in these countries, especially in government rhetoric, but it lacks consistency and clarity in definitions.
It shows both commonalities and differences across countries. In public HEIs in most of the countries, except for Estonia and Turkmenistan, more than half of all students pay fees. Even though its focus remains the former Soviet Union this book contains a valuable analytical toolkit for the scholars of race and racism across political and geographical boundaries.
Departing from the conventional interpretation of the police as merely an institution of coercion, this book defines it as a medium for state-society consensus on the limits of the state's legitimate use of violence. The focus of my work are two Soviet era youth movements operating in Uzbekistan from towith an emphasis upon the s.
The post-Soviet classifications embracing state of art of each national system enable to catch the nature of the current institutional landscape and to trace the transformations of the institutional landscape since gaining the independence. The institutional types and classifications established in the late Soviet time serve as a starting point for the analysis of the transformations of the independence period.
This would be achieved through the establishment of a non-state sector, the introduction of tuition fees in the public sector, national standardized tests for admission exams to higher education, decentralization of the governance and—although not in all countries—loans for students and performance-based funding.
That has eventually resulted in a range of changes in the structure of national higher education systems and in—what we term—their institutional landscapes, the overall institutional composition of the higher education system.
Petersburg, the study examines the changing structure of its retail trade and services sector. All of these transformations have dramatically affected individuals, social groups and institutions of post-Soviet societies, including higher education. How does the process of the transnational circulation of racist and racialising discourses work?
In the late s, the seeds of change began slowly taking root in the Soviet Union.Feb 20, · If those traditions have been weakening in the post-Soviet transformation, it is reasonable to ask how the cultural norms and values were influenced and how those changes are being justified in this and similar communities.
Third, a comparative perspective would help scholars and other readers to contextualize the Uzbek women's hildebrandsguld.com: Masato Hiwatari.
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Anatoly Kulik and Susanna Pshizova have compiled an engaging and comprehensive, cross-national study that explores the stormy political developments in the post-Soviet countries.
They gathered essays regarding the formation of the various new democratic institutions of Russia, the Baltic Author: Anatoly Kulik.
Making an important contribution to the theoretical literature of urbanism and post-communist transition, this significant book considers the change in the spatial structure of post-Soviet urban. Instead, they offer a true mosaic of post-Soviet transformation, a largely incomplete and frequently confusing multifaceted non-linear process I strongly encourage everyone interested in post- Soviet transformations to read this book.
A landmark work on informal economies, it offers a totally new perspective on economies in transition. Among her most recent publication is Dynamics of Value-norm Systems and Life Chances: Experiences of Post-soviet transformations in the Borderland (Vilnius: European Humanitarian University Press, (in Russian, co-author)).