Portal about sewerage and downpipes / Bathroom / Results of the study “Index of Educational Infrastructure of the Regions. There are not enough teachers, speech therapists and psychologists in Russia Educational infrastructure index of the regions of the Russian Federation

Results of the study “Index of Educational Infrastructure of the Regions. There are not enough teachers, speech therapists and psychologists in Russia Educational infrastructure index of the regions of the Russian Federation

03.01.2021

The high level of development of educational infrastructure significantly increases the attractiveness of the territory for qualified specialists, the authors of the study believe.

On June 1, 2017, at the St. Petersburg International Economic Forum (SPIEF), Higher School of Economics and the Russian Textbook Corporation presented the results of the study "Index of Educational Infrastructure of Russian Regions".

The authors of the study announced the leading regions of the country with the highest values of the Education Infrastructure Index. Only the educational infrastructure was assessed, and not the level of education in general. In terms of the level of general education, Moscow's leadership is indisputable, whose index is much higher than other regions. This once again shows the high potential created by the Russian capital for schoolchildren to receive a quality education at the level of world leaders.

Experts named other leaders in general education, including the Tyumen, Yaroslavl and Novgorod regions.

In the field of preschool education, the leader is the Murmansk region, in the field of additional education - the Tyumen region, in the field of secondary vocational education - the Chuvash Republic.

The Index of Educational Infrastructure of Russian Regions is a new analytical tool for regional administrations and education authorities. It allows solving two urgent problems - increasing the efficiency of investment decisions of educational authorities and increasing the attractiveness of the education sector for extrabudgetary investments.

For objectivity of comparison, regions with similar socio-economic indicators are grouped into clusters. The index serves as a basis for setting priorities and adjusting regional programs for the development of education.

According to the authors of the study, high level The development of educational infrastructure significantly increases the attractiveness of the territory for qualified professionals who are critically important in which schools their children will study.

The developed infrastructure attracts the best teachers from other regions. In other words, it contributes to the growth of the quality of life in the territory. Ultimately, all these factors affect the attractiveness of the region for private investors and the possibility of realizing the economic potential of the subject of the Russian Federation. In addition, the use of the proposed approaches can improve the efficiency of public investment in education in the region.

As part of the presentation of the study, a discussion was held on the topic “How to invest in education to make your region successful?”

Speakers:

1. Viktor Alexandrovich Bolotov, President of the Eurasian Association for Education Quality Assessment, Scientific Supervisor of the Education Quality Monitoring Center of the Institute of Education of the Higher School of Economics;

2. Tigran Hamletovich Shmis, Senior Education Specialist, World Bank

3. Sergei Gennadievich Kosaretsky, Director of the Center for School Socio-Economic Development Institute of Education, National Research University Higher School of Economics;

4. Deputy General Director for Strategic Planning of the Eksmo-AST Publishing Group.

transcript

1 Sergey Izmailovich Zair-Bek Tatyana Anatolyevna Mertsalova Index of Educational Infrastructure of Regions Russian Federation: effects of organizational and managerial decisions

2 Each tool has its own purpose, which determines its capabilities and limitations of use. METHODOLOGY AND METHODOLOGY FOR BUILDING THE INDEX

3 The concept of educational infrastructure Higher School of Economics, Moscow, 2016

4 Index of Educational Infrastructure of the Subjects of the Russian Federation Index of looking at the whole with the ability to pay attention to details Understanding the degree of differentiation of conditions Ability to compare different territories Identifying territories with successful practices in the development of educational infrastructure Determining the dynamics of development and analyzing the factors influencing this dynamics Understanding the contexts that form territorial differences in development of educational infrastructure

5 The structure of the educational infrastructure index Higher School of Economics, Moscow, 2016

6 Formulas for calculating the index The indices of individual areas of the educational infrastructure are calculated as the arithmetic average of the values of the normalized indicators. Indices by education levels as an arithmetic mean Indices by individual areas Total (summary, integral) Index as a weighted average of indices by education levels Normalization of indicators: NN qq = nn qq nn mmmmmm, where nn mmmmmm nn mmmmmm N q is the normalized value of the indicator n for the region under number q; q serial number of the region (from 1 to 85); n q is the value of the indicator n for the region numbered q; n max is the maximum value of the indicator n for the entire group of regions; n min is the minimum value of the indicator n for the entire group of regions. Possible Max N q =1. For indicators, the greater value of which is interpreted negatively, the numerator of the fraction has the form: (n max - n q) Weight coefficients for education levels were determined by the method of expert estimates of pairwise comparison

7 One educational space, but different educational infrastructure? INTEGRAL INDEX

8 1 0.9 0.8 In general, in the Russian Federation All regions according to the Integral Index are located in the middle “yellow” zone 0.7 0.6 0.5 0.48 0.58 0.4 0.3 0.2 0 ,38 0.1 0 Nenets Autonomous Okrug Pskov Region Republic of Kalmykia Republic of Tyva Republic of Ingushetia Tver Region Jewish Autonomous Region Republic of Dagestan Republic of Buryatia Kabardino-Balkar Republic Republic of Crimea Trans-Baikal Territory Oryol Region Bryansk Region Kostroma Region Komi Republic Primorsky Territory Chechen Republic Karachay-Cherkess Republic At the same time, almost all average values of level indices in the Russian Federation are below the possible average (<0,5) Смоленская область Республика Северная Осетия - Алания Иркутская область Чукотский автономный округ Кировская область Архангельская область Алтайский край Тульская область Вологодская область Курганская область Рязанская область Республика Карелия Волгоградская область 0,43 Амурская область Республика Алтай Пермский край Саратовская область Курская область Калужская область Ивановская область Красноярский край Республика Мордовия Ульяновская область Сахалинская область Астраханская область Удмуртская Республика Республика Адыгея Российская Федерация Владимирская область 0,49 Республика Саха (Якутия) Воронежская область Ставропольский край Республика Марий Эл Оренбургская область Республика Башкортостан Пензенская область Камчатский край Омская область Свердловская область Ростовская область Липецкая область Магаданская область Нижегородская область Севастополь Челябинская область 0,46 Белгородская область Калининградская область Ленинградская область Новосибирская область Кемеровская область Республика Татарстан Республика Хакасия Самарская область Томская область Московская область Новгородская область Ярославская область Тамбовская область Москва Чувашская Республика 0,56 Ханты-Мансийский автономный округ Хабаровский край Ямало-Ненецкий автономный округ Краснодарский край Санкт-Петербург Мурманская область Тюменская область Дошкольное образование Дополнительное образование детей Общее (школьное) образование Профессиональное (среднее) образование

9 0.80 0.70 Regional differentiation of indices by levels of education Prominent regions of exclusion Tyumen region; 0.70 Moscow; 0.75 0.60 Murmansk region; 0.59 Chuvash Republic; 0.63 RF; 0.56 0.50 0.40 RF; 0.43 RF; 0.49 RF; 0.46 0.30 0.20 0.26 0.33 0.21 0.32 0.10 0.00 Pre-school Additional General (school) Vocational (secondary)

10 CLUSTERING AS A TOOL FOR COMPARISON OF REGIONS WITH SIMILAR CONTEXT INDICATORS

11 Typology of RF regions by financial, economic and socio-demographic indicators Clustering indicators 9 13 Economic: GRP per capita, rub. Share of payroll in the structure of consolidated budget expenditures for the corresponding level of education, % Average monthly nominal accrued wages of employees of organizations, rub. The cost of a fixed set of consumer goods and services, rub. Demographic: The share of students in general education institutions located in urban areas in the total number of students, % Rate of natural population growth, ppm Moscow separately, Crimea and Sevastopol were not taken into account Higher School of Economics, Moscow,

12 Expected and actual distribution of regions by EI value in clusters Expected distribution of regions by index value Real distribution of regions by index value

13 0.53 In general, clustering corresponds to the results of the assessment Average for the cluster 0.49 0.48 0.48 0.47 Average for the Russian Federation 0.45 0.48 0.42 yielding only to Moscow, which is considered outside the clustering Moscow Integral Indices of Educational Infrastructure 2015 (average across clusters) 4 5 6

14 Index of educational infrastructure by General education 0.46 0.45 0.46 0.45 0.42 0.43 0.46 0.75 clusters Preschool education 0.49 0.53 0.48 0.48 0.47 0 .45 0.42 0.43 Additional education 0.49 0.53 0.50 0.49 0.46 0.49 0.40 0 Cluster average 5 Moscow 6 RF average 1 Moscow Cluster average RF average Cluster average 5 6 RF average Moscow Secondary vocational education 0.51 0.54 0.57 0.55 0.53 0.56 0.43 0.58 in general and by levels 2. Possible deviations in the additional education of children and secondary vocational education Moscow Average for clusters Average for the Russian Federation

15 Regularities in the structure of IOI (material and technical software) in clusters,8 2 0.6 0.4 0.2 0 Average for 5 RF HGI 1.0 A 0.8 B 0.6 0.4 0.2 0, 0 RF average F E 1 DCFG 1.00 A 0.80 0.60 0.40 0.20 0.00 ED RF average 1 BCED 1.00 A 0.80 0.60 0.40 0.20 0 .00 Russian Federation 1 CBHGI 1.0 A 0.8 B 0.6 0.4 0.2 0.0 DCHGI 1.0 A 0.8 B 0.6 0.4 0.2 0.0 DCFG 1, 00 A 0.80 0.60 0.40 0.20 0.00 BCE 1.00 A 0.80 0.60 0.40 0.20 0.00 BFEFE RF average 6 RF average 6 E RF average 6 DD Russian Federation 6 C Pre-school education General education Additional education Secondary vocational education

16 Consideration of the structure of the IOI by clusters and by levels reveals typical problems for groups of regions and the special situation of Moscow 0.8 α 0.6 γ 0.4 0.2 0.0 β average for clusters compared to the Russian average). The Greek letters in the diagrams mean the following indicators: α Number of books (including school textbooks), brochures, magazines (per student); β Percentage of institutions with an electronic library; γ Percentage of institutions that maintain an electronic diary, an electronic progress record. Average for the Russian Federation 5 1.0 I 0.8 0.6 0.4 0.2 0.0 Roman numerals in the diagrams mean the following indicators: I Percentage of institutions that have created conditions for unhindered access for people with disabilities; II The proportion of children with disabilities and children with disabilities who are on distance learning in the total number of children with disabilities and children with disabilities; III The share of children with disabilities and children with disabilities who are studying in a general education school in the total number of children with disabilities and children with disabilities. III II Average for Russia Moscow

17 0.45 0.40 0.35 0.30 Examination of indices for individual indicators reveals interesting facts Share of teachers with 5 to 10 years of work experience (index) 0.41 0.35 0.30 Expenditures per teacher pupil, adjusted for the price level (index) 0.30 0.25 0.20 0.15 0.21 0.18 0.15 0.12 0.25 0.20 0.15 0.19 0.15 0, 16 0.20 0.15 0.10 0.08 0.10 0.05 0.05 0,

18 Ranking links in clusters Logistics sub-index, general/preschool, 2015 General Index of Math.-Tech. Pre-school 1.000 0.900 0.800 0.700 0.600 0.500 0.400 0.300 0.200 0.100 0.000 When distributing regions into clusters, a direct relationship is found between indicators by education levels (between preschool and general, as well as general and secondary vocational education) Mat-tech 0.80 0.70 0.60 0.50 0.40 0.30 0.20 0.10 0, General Preschool

19 Infrastructure changes should lead to other changes in the education system. Preferably positive to justify the invested resources DEPENDENCIES AND RELATIONSHIPS

20 For a more accurate definition of some trends, it is necessary to return to the primary indicators Change in the primary values of the indicators of inclusion of general (school) education, on average in the Russian Federation, %, yy y y 19.8 43.1 24.7 38.2 32 In the Russian Federation, this trend is observed, but by region, the correlation of children at a distance and in secondary school is -0.06 is practically absent 2, The proportion of children with disabilities and disabled children who are in distance learning,% , % Proportion of institutions where conditions for unimpeded access of disabled people are created, % Nenets Autonomous Okrug Pskov Region Khabarovsk Territory Yaroslavl Region Novgorod Region Republic of Khakassia Kaliningrad Region St. Petersburg Leningrad Region Sverdlovsk Region Republic of Bashkortostan Novosibirsk Region Nizhny Novgorod Region Irkutsk Region Kostroma Region Kursk Region Yamalo - Nenets Autonomous Okrug Kamchatka Krai Republics a Mari El Altai Territory Khanty-Mansiysk Autonomous Okrug - Yugra Zabaykalsky Territory Share of children with disabilities and children with disabilities who are in distance learning in the total number of children with disabilities and children with disabilities, % Republic of Komi in general education school, in the total number of children with disabilities and disabled children, % Krasnodar Territory Kaluga Region Ivanovo Region Sakhalin Region Chuvash Republic Jewish Autonomous Region Republic of Buryatia Rostov Region Stavropol Territory Lipetsk Region Ulyanovsk Region Republic of Sakha (Yakutia) Tula Region Penza Region Sevastopol Republic of Crimea Belgorod Region Kabardino-Balkar Republic Republic of Ingushetia Chechen Republic

21 30 Availability of classrooms in the regional context is very weakly related to the problems of the second and third shift photo 5 0 St. Petersburg Moscow Tula region Leningrad region Novgorod region Chukotka Autonomous Okrug Republic of Kalmykia Republic of Karelia Ulyanovsk region Penza region Republic of Mordovia Tambov region Murmansk region Belgorod region Ryazanskaya Chuvash Republic Republic of Crimea Sevastopol Republic of North Ossetia-Arkhangelsk Region Nenets Autonomous Okrug Kaliningrad Region Republic of Mari El Moscow Region Kaluga Region Republic of Tatarstan Nizhny Novgorod Region Tver Region Saratov Region Samara Region Republic of Komi Ivanovo Region Kabardino-Balkarian Republic Orenburg Region Republic of Khakassia Kursk Region Republic of Bashkortostan Volgograd Region Voronezh Region Tyumen Region Khabarovsk Territory Krasnoyarsk Territory Yaroslavl Region Vladimir Region Republic ika Altai Stavropol Territory Jewish Autonomous Region Kostroma Region Karachay-Cherkess Republic Lipetsk Region Republic of Adygea Pskov Region Bryansk Region Smolensk Region Omsk Region Udmurt Republic Kamchatka Territory Rostov Region Oryol Region Sverdlovsk Region Republic of Dagestan Kurgan Region Vologda Region Chelyabinsk Region Kirov Region Yamal-Nenets Autonomous Primorsky Territory Republic of Ingushetia Magadan Region Novosibirsk Region Krasnodar Territory Altai Territory photo Chechen Republic Republic of Buryatia Republic of Sakha (Yakutia) Astrakhan Region Kemerovo Region Trans-Baikal Territory Sakhalin Region Amur Region Irkutsk Region Tomsk Region Perm Territory Republic of Tyva Khanty-Mansi Autonomous Higher School of Economics, Moscow, 2016 photo In the overall picture, there are regions with a fairly high rate of classroom space and with an equally high rate of shifts.

22 Opportunities for distance learning for children with special educational needs are not related to the quality of Internet connection Russian Federation Kamchatka Krai Magadan Oblast Republic of Tyva Sakhalin Oblast Chukotka Autonomous Okrug Republic of Altai Republic of Kalmykia Republic of Adygea Jewish Autonomous Oblast Tyumenskaya Oblast Republic of Buryatia Trans-Baikal Territory Nenets Autonomous Okrug Kabardino-Balkarskaya Republic of Rostov Region Republic of Dagestan Republic of Sakha (Yakutia) Khabarovsk Territory Perm Territory Saratov Region Volgograd Region Republic of Ingushetia Bryansk Region Arkhangelsk Region Amur Region Republic of Bashkortostan Republic of Mordovia Orenburg Region Republic of Komi Krasnoyarsk Territory Stavropol Territory Krasnodar Territory Republic of Mari El Novosibirsk Region Kurgan Region Republic of North Ossetia - Alania Republic of Khakassia Ulyanovsk region Oryol region Tomsk region Tambov region Kursk region Ryazan Region Vologda Region Irkutsk Region Altai Territory Penza Region Samara Region Voronezh Region Karachay-Cherkess Republic Novgorod Region Chuvash Republic Pskov Region Kemerovo Region Kirov Region Chelyabinsk Region Primorsky Territory Republic of Karelia Chechen Republic Vladimir Region Omsk Region Udmurt Republic Tver Region Sverdlovsk Region Yamalo-Nenets Autonomous District Lipetsk Region Ivanovo Region Republic of Tatarstan Astrakhan Region Nizhny Novgorod Region Smolensk Region Kaluga Region Tula Region Leningrad Region Republic of Crimea Kostroma Region Yaroslavl Region Sevastopol Khanty-Mansi Autonomous Okrug - Yugra Kaliningrad Region Murmansk Region Moscow Region St. Petersburg Belgorod Region Moscow connection to the Internet: from 5 Mbps and above, % Share of children with disabilities and children with disabilities who are on remote education, in the total number of children with disabilities and children with disabilities, %

23 120 Keeping an electronic diary is also possible without high-speed Internet access Russian Federation Kamchatka Territory Magadan Region Republic of Tyva Sakhalin Region Chukotka Autonomous Region Republic of Altai Republic of Kalmykia Republic of Adygea Jewish Autonomous Region Tyumen Region Republic of Buryatia Trans-Baikal Territory Nenets Autonomous Region Kabardino-Balkarian Republic of Rostovskaya Republic of Dagestan Republic of Sakha (Yakutia) Khabarovsk Territory Perm Territory Saratov Region Volgograd Region Republic of Ingushetia Bryansk Region Arkhangelsk Region Amur Region Republic of Bashkortostan Republic of Mordovia Orenburg Region Republic of Komi Krasnoyarsk Territory Stavropol Territory Krasnodar Territory Republic of Mari El Novosibirsk Region Kurgan Region Republic of North Ossetia-Alania Republic of Khakassia Ulyanovsk region Oryol region Tomsk region Tambov region Kursk region Ryazan region Vologda Region Irkutsk Region Altai Territory Penza Region Samara Region Voronezh Region Karachay-Cherkess Republic Novgorod Region Chuvash Republic Pskov Region Kemerovo Region Kirov Region Chelyabinsk Region Primorsky Territory Republic of Karelia Chechen Republic Vladimir Region Omsk Region Udmurt Republic Tver Region Sverdlovsk Region Yamalo-Nenets Autonomous Okrug Lipetsk Region Ivanovo Region Republic of Tatarstan Astrakhan Region Nizhny Novgorod Region Smolensk Region Kaluga Region Tula Region Leningrad Region Republic of Crimea Kostroma Region Yaroslavl Region Sevastopol Khanty-Mansiysk Autonomous Okrug - Yugra Kaliningrad Region Murmansk Region Moscow Region St. Petersburg Belgorod Region Moscow Share of institutions with connection speed to the Internet: from 5 Mbps and above, % The share of institutions that keep an electronic diary, an electronic journal of progress capacity, %

24 Attention to detail leads to better estimates and better decisions PRECISION IN THE DETAIL: INDEX DECOMPOSITION

25 Scatter of values of vocational education sub-indices, 2015 1.00 0.90 Amur Region; 0.90 0.80 Rostov region; 0.84 Chukotka Autonomous Okrug; 0.79 0.70 0.60 0.50 RF; 0.67 RF; 0.53 Ivanovo region; 0.64 RF; 0.53 RF; 0.56 0.40 0.30 0.20 Chukotka Autonomous Okrug; 0.16 0.25 RF; 0.24 0.10 0.06 0.00 Staffing Logistics 0.00 Inclusion Regional network Index by SVE level

26 Comparison of the highest and lowest values of the index for 2015 0.40 0.40 0.39 0.10 0.00 St. Petersburg Murmansk Region Yamalo-Nenets Autonomous Okrug Krasnodar Territory Khabarovsk Territory Jewish Autonomous Region Republic of Kalmykia Republic of Tyva Pskov Region Nenets Autonomous Okrug Neighboring regions have significant differences in the value of the index

27 Analysis of the index structure by levels shows the areas of leadership and lag of each subject School education infrastructure index Staffing index 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0.0 With approximately equal In the final school education infrastructure index for each region, it is composed of different elements Material and technical equipment index photo photo Higher School of Economics, Moscow, 2016 Information and methodological support index Inclusion index photo

28 DYNAMICS Changes in the system allow assessing the quality of ongoing processes

29 Changes in the EI of secondary vocational education Changes in the EI of general education The dynamics, in general, has a different character depending on the level of education

30 Comparison of the highest and lowest values of index changes over the years. Changes in the integral index 0.05 0.05 0.05 0.05 0.04 Regions with a low index value show the greatest negative dynamics. A high level of positive changes is demonstrated not only by those who had high values (Irkutsk region) -0.03-0.03-0.03-0.03-0.05

31 Change in the values of the indices in 2015 compared to 2014 0.6 There is a positive trend in the indices for 0.6 levels of education. 0.5 0.5 The largest in the additional. Stability in school 0.56 0.53 0.5 0.49 0.5 0.46 0.5 0.4 0.43 0.45 0.4 0.4 0. Preschool Additional General (school) Professional (secondary)

32 0.02 0.02 0.02 Preschool 0.02 Change in the values of infrastructure indices for preschool, school and secondary vocational education over the period 0.06 0.05 0.04 School 0.05 0.2 0.15 0.17 VET 0.01 0.01 0.01 0.03 0.02 0.01 0.02 0.01 0.1 0.05 0.03 0.00 Staffing Mat.-tekh. provision Inclusion Regional network 0.00-0.01 0.00 0-0.05-0.02-0.02-0.01-0.01-0.02 Change over the year -0.01 0.00 Change final index of preschool education -0.02-0.03-0.04-0.05-0.04 Changes over the year Change in the final index of school education -0.1-0.15 average for the Russian Federation -0.13

33 Regions at the poles 0.800 0.700 Leaders and outsiders in general education 0.080 Leaders and outsiders in the dynamics of EI in general education 0.600 0.060 0.500 0.400 0.300 0.040 0.020 0.200 0.100 0.000-0.080-0.060-0

34 Patterns of the "heat" and "cold" poles 1. The absolute leaders are usually the regions of the first and second clusters. The leaders in the dynamics of the third sixth cluster 2. There are regions that are consistently included in the lists (two regions are stable outsiders in 4 positions) 3. The regions from the first cluster are also outsiders (not only in terms of dynamics, but also in absolute values of EI) 4. The main areas of lagging behind are stable (North Caucasus, Pskov Oblast, Nenets Autonomous District) 5. Specific leadership of Moscow (leadership in general education gives a huge advantage throughout the IOI) 6. Small gap between leaders and outsiders in preschool education, very large in secondary vocational education , increasing in general and additional

35 Educational policies have both territorial specificities and purely managerial contexts COMPARISON OF POLICIES

36 Reverse Relationships 0,900 0,800 0,700 0,600 0,500 0,400 Pindex Inclusion, General / Preschool, 2015 0,900 0,800 0,700 0,600 0,500 0,400 For the republics of the North Caucasus, the inverse relationship between indexes of inclusion in preschool and general education 0,300 0,300 0,200 0,100 0,000 Inclusion index, general inclusion index , preschool 0.200 0.100 0.000 Distribution of the index of inclusion in preschool and general education by regions of the North Caucasus Federal District 1.00 0.80 0.60 0.40 0.20 0.00 0.13 0.60 0.69 0.40 0 .58 0.05 0.11 0.10 0.04 0.47 0.36 0.20 0.00 0.78 Correlation Coefficient Preschool General Difference = -0.72

37 A look at the EI from a different angle: politicians in federal districts The index of educational infrastructure for preschool education by federal districts of the Volga Federal District most regions are below the average Russian index of the Urals Federal District most regions are above the average Russian index of the Far Eastern Federal District significant inter-regional differentiation

38 Index of educational infrastructure of general education in the context of the federal districts of the Southern Federal District and the North Caucasus Federal District most of the regions are lower than the average Russian index of the Ural Federal District Very strong interregional differentiation Moscow is the undisputed leader, the Nenets Autonomous Okrug is an undisputed outsider

39 Index of educational infrastructure SVE in the context of the federal districts of the North Caucasian Federal District unconditional failure of the national republics of the North Caucasus Volga Federal District, Central Federal District Low interregional differentiation FEFD Significant interregional differentiation

40 Integral Index of Educational Infrastructure broken down by federal districts of the North Caucasus Federal District almost all regions with EI below the average Russian FEFD most regions with EI below the average Russian Ural Federal District strong inter-regional differentiation

41 Comparison of averages for the Education Infrastructure Index by regions included in the Far Eastern Federal District and the Southern Federal District and by clusters (2015) Krasnodar Territory of the Southern Federal District 0.55 3 cells. Amur Region FEFD 0.45 3 cells 2 cells Rostov Region 0.50 Khabarovsk Territory Primorsky Territory 0.43 0.54 Republic of Adygea 0.48 Jewish Autonomous Region 0.41 1 class Astrakhan Region 0.47 5 cells Magadan Region Kamchatka Territory 0.50 0.49 Volgograd Region 0.45 Republic of Sakha (Yakutia) 0.48 Republic of Kalmykia 0.40 Sakhalin Region Chukotka Autonomous Okrug 0.47 0.43

42 Comparison of neighboring regions 0.60 0.50 0.40 0.30 0.20 0.10 0.00 0.54 0.52 0.52 0.50 0.46 0.46 0.44 0.20 0 .15 0.10 0.05 Dynamics for the year 0.00 Integral index of educational infrastructure Average for the Russian Federation -0.05 Additional education General education

43 Growth cores or zones of inequality 0.35 Smolensk region 0.32 Kursk region 0.52 Belgorod region 0.52 Yaroslavl region 0.36 Orel region 0.37 Bryansk region 0.39 Tver region 0.38 Kostroma region 0.39 Ryazan region region Tula region 0.45 Ivanovo region 0.45 0.75 Moscow 0.47 Kaluga region 0.54 Moscow region Tambov Region 0.47 Lipetsk Region 0.51 Voronezh Region 0.47 0.47 Vladimir Region 0.39

44 No monitoring can answer all relevant questions. For more accurate assessments and making quality decisions, it is necessary to involve additional studies. THE NEED FOR ADDITIONAL ASSESSMENTS 51

45 Infrastructure: availability or effective use? What technical means did you use in your work? (IER, 2016, survey of teachers, %) Laptop or desktop computer Media projector Electronic (interactive, touch, etc.) board Mobile technologies (tablets and mobile phones) Computer class Electronic textbooks Did not use any technical means School sets of individual computers for students Video conferencing equipment, etc. Digital labs Cloud services 7.2 6.9 6.2 5.9 5.4 15.8 11.1 17.9 85.1 one computer used for educational purposes 7.6 (I=0.79) Share of computers used for educational purposes and with Internet access in the total number of computers used for educational purposes 71.8 (I=0.63)

46 INFRASTRUCTURE A RESOURCE OF IMPROVING QUALITY, AVAILABILITY. INDEX A TOOL FOR ASSESSING THE STATE OF THIS RESOURCE 53

47 Contextual data about the region Individual profile Representation of the regional profile will Place the region in the Russian Federation and in the cluster Indices of educational infrastructure by levels of education Indices by areas of educational infrastructure Dynamics of educational infrastructure development Higher School of Economics, Moscow, 2015

48 Expanding a Region's Profile with Municipality Data: Inviting Regions to Participate Leadership Group of Municipalities Higher School of Economics, Moscow, 2015 Atlas of Regions of the Russian Federation: - Expertise Toolkit - Module for Training Expert Teams

Code Type Per minute, rub 79 Mobile networks of the Russian Federation 1.98 7385 Altai Territory 2.56 73852 Altai Territory 1.31 74162 Amur Region 2.11 7416 Amur Region 3.06 78182 Arkhangelsk Region 2 7818 Arkhangelsk

FEDERAL FORESTRY AGENCY OF THE RUSSIAN FEDERATION FEDERAL BUDGETARY INSTITUTION "EDUCATIONAL METHODOLOGICAL CENTER"

GOVERNMENT OF THE RUSSIAN FEDERATION DECISION No. 2973-r of December 28, 2018 MOSCOW Approve the attached distribution in 2019 of subventions provided from the federal budget to budgets

Statistics on photographs of houses under construction and put into operation in the Russian Federation for ..g. Federal subject Number of houses with photos Number of houses without photos Total houses Total photos Altai Krai

1.2. URBAN AND RURAL POPULATION, MEN Continuation AND WOMEN of Table 1.2 BY SUBJECTS OF THE RUSSIAN FEDERATION Russian Federation 2002 145166731 67605133 77561598 46.6 53.4 1147 2010 142856536

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3. POPULATION BY MAIN AGE GROUPS BY SUBJECTS OF THE RUSSIAN FEDERATION Urban and rural population Russian Federation 142856536 23125787 87982537 31713903 16.2 61.6 22.2 Central

1.10. MEDIAN AGE OF THE POPULATION BY SUBJECTS OF THE RUSSIAN FEDERATION Table 1.10 continued .5 Women

The level of the average salary of employees of cultural institutions in organizations of state and municipal forms of ownership for the 1st quarter of 2013 Average, Average salary of employees of cultural institutions,

Appendix 17 to the order of the Ministry of Construction and Housing and Communal Services of the Russian Federation dated August 28, 2014 506/pr Transition coefficients from prices of the base area (Moscow region)

GOVERNMENT OF THE RUSSIAN FEDERATION ORDER No. 718-r of April 30, 2014 MOSCOW

The level of the average wages of social workers* in organizations of state and municipal forms of ownership for the 1st quarter of 2013 Average, Average wages of social workers*, average wages

The level of the average salary of scientific employees* in organizations of state and municipal forms of ownership for the 1st quarter of 2013 Average, Average salary of scientific employees*, average salary

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Today at the St. Petersburg International Economic Forum there will be a presentation of a large-scale study by the National Research University Higher School of Economics and the corporation "Russian Textbook" "Index of Educational Infrastructure of Russian Regions". HSE experts analyzed the state of buildings of schools and kindergartens, the composition of teaching staff and the conditions for teaching disabled people. It turned out that the highest level of staffing is in vocational education (1.5 times higher than in preschool and school). But the material and technical support of schools and kindergartens, on the contrary, is better than in technical schools and colleges.

According to the study, the work on which took almost a year and a half, the average index of the educational infrastructure of the subjects for 2015 was 0.48 (on a scale from 0 to 1). This is 0.02 higher than in 2014. This indicator consists of a study of personnel, buildings of schools and technical schools, information resources and much more. The index is in the middle zone - the experts did not single out either critically weak or positively advanced regions.

In terms of levels of education (preschool, school, additional and vocational) in the country as a whole, the indices also turned out to be average: from 0.43 for preschool to 0.56 for secondary vocational education.

Maxim Lozovsky, Deputy Director General of the Russian Textbook Corporation, explained to Izvestiya that the situation varies in the regions.

We laid this principle in the index. It should become a signal for local authorities, educational authorities and a basis for the exchange of experience. The authorities will be able to study in detail the situation in their region and compare it with other subjects, he said.

The most uneven in 2015 were the indicators of the quality of the regional educational infrastructure. The values of regional indices ranged from 0.21 to 0.75, with the average Russian value of 0.46.

HSE experts found that the best school education is in the Kaliningrad region (2nd and 3rd places - Krasnodar Territory and Leningrad Region). The best preschool - in the Kamchatka Territory (2nd and 3rd places - Kursk and Magadan regions).

The staffing index turned out to be the highest in vocational education (0.67). This is 1.5 times higher than similar indicators for preschool (0.40) and school (0.45) education.

According to the people's teacher of Russia, director of the capital's Education Center No. 548 "Tsaritsyno" Efim Rachevsky, the personnel issue remains one of the most acute today.

Of all the resources, the most expensive is personnel. Everything else is secondary. Today there are problems with the study of mathematics, physics, chemistry. These subjects have not been trends in higher education in the last 20 years. New universities taught designers, psychologists, economists, lawyers and journalists, - explained Efim Rachevsky.

Therefore, now there is a high demand for natural science specialties.

The index of material and technical equipment for vocational and additional education remains relatively low (0.53 and 0.52). In school and preschool education, the situation with computers and repairs is noticeably better (0.63 and 0.61).

Viktor Bolotov, scientific director of the Center for Monitoring the Quality of Education at the National Research University Higher School of Economics, noted that the infrastructure, including the staff of an educational institution, is the minimum "gentleman's set" of the region. Its presence makes it possible to potentially guarantee the quality and accessibility of education, "but how it is used is the subject of research."

The index of inclusion turned out to be at the lowest mark. On average in Russia, it amounted to 0.23–0.33.

This is due to the fact that attention to inclusive education began to be paid relatively recently. Just a few years ago, new requirements and standards began to appear, they began to use the existing infrastructure of general education and the regional network of educational institutions in a new way, - Maxim Lozovsky noted.

According to him, the positive dynamics in the country is already visible. He called it the low start effect.

Alexei Mayorov, deputy head of the staff of the State Duma Committee on Education and Science, told Izvestia that the education system is not yet ready to teach children with special needs in ordinary schools. This is also due to the fact that there are specialized institutions for children with disabilities in the country.

The high level of development of educational infrastructure significantly increases the attractiveness of the territory for qualified specialists, the authors of the study believe

ST. PETERSBURG, June 1. /TASS/. The Higher School of Economics National Research University and the Russian Textbook Corporation will present on June 1 in the presentation area of the St. Petersburg International Economic Forum (SPIEF) the results of the study "Index of Educational Infrastructure of Russian Regions". This was announced by the organizers of the event.

"Index of Educational Infrastructure of Russian Regions" - a new analytical tool for regional administrations and education authorities. It allows solving two urgent problems - increasing the efficiency of investment decisions of educational authorities and increasing the attractiveness of the education sector for extrabudgetary investments.

According to the authors of the study, the high level of development of the educational infrastructure significantly increases the attractiveness of the territory for qualified specialists, who are critically important in which schools their children will study.

The developed infrastructure attracts the best teachers from other regions. In other words, it contributes to the growth of the quality of life in the territory. Ultimately, all this affects the attractiveness of the region for private investors and the possibility of realizing the economic potential of the subject of the Russian Federation. In addition, the use of the proposed approaches can improve the efficiency of public investment in education in the region.

As part of the presentation of the study, there will be a discussion on the topic "How to invest in education to make your region successful?"

Forum

SPIEF runs from 1 to 3 June. The events of the forum are united by the motto "In Search of a New Balance in the Global Economy". TASS acts as the general media partner and official photo-host agency of the SPIEF. In addition, the agency is the operator of the forum's presentation zone with the support of EY.

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