Russian Education System Places in Top 20 - RUSSOFT
Attention: the new version of RUSSOFT website is available at russoft.org/en.
RUS | ENG

Supported by:

Russian Education System Places in Top 20

According to a report from online news portal Lenta.ru quoting BBC News, the Russian education system is ranked 20th in the world according to a recent study by the Economist Intelligence Unit

Nov 30, 2012
According to a report from online news portal Lenta.ru quoting BBC News, the Russian education system is ranked 20th in the world according to a recent study by the Economist Intelligence Unit. First place is held by Finland, with the remaining top five positions being held by South Korea, Hong Kong, Japan and Singapore.

Britain ranked sixth, followed by the Netherlands, New Zealand, Switzerland and Canada. The U.S. took 17th place in the ratings, just above Hungary and Slovakia which are in 18th and 19th place respectively.

The results of the survey are based on international tests of literacy, maths and basic scientific knowledge which are held every three or four years. In addition, the rankings take into account such factors as the percentage of students who graduate and the highest levels of education completed.

The study was conducted at the request of Pearson, a publishing company that is engaged in the analysis and development of educational systems. According to Sir Michael Barber, the project’s leader, the study aims to understand the factors that affect the quality of education.

According to the Times of London, Pearson came to the conclusion that one of the main factors affecting the quality of education is the state’s concern for teachers. The researchers also noted that respect and the attitude of the state towards its teachers are more important than wages. In South Korea, for example, teachers are paid twice the national average salary, while in Finland teachers earn approximately the national average.

As for the other indicators, the researchers found that because educational systems vary too widely they were unable to determine the effect of independent schools or the number of optional subjects on the quality of education.