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Ask any Russian old enough to remember life in the Soviet Union what was the biggest victim of the country’s transition to a market economy and the answer will probably be education.
A rapid brain drain sparked by the combined factors of the lure of high-paying universities in the West and a massive drop in funding caused what was once one of the world’s best education systems to fall to its knees. And while things have picked up slightly in the past decade, the country’ educational institutions are still a shadow of what they once were.
But that could soon all be about to change as the government amends legislation to encourage private endowments of the kind that prop up the U.S. education system.
The amendment liberalizes current legislation that blocks commercial organizations from making direct donations to universities.
Currently Russian higher education establishments receive very little of their funding from private endowments. The Moscow State Institute of International Relations holds the biggest endowment of all Russian universities, with 800 million rubles ($25 million). The fund was established in 2007 by billionaire metals magnates Vladimir Potanin and Alisher Usmanov, both ex-students at the institution.
The university got around the strict legislation by registering a charity to receive the donation in its name, Evgeny Biryukov, the head of its endowment fund, told The Moscow News.
But while the sum is hardly a small one, it barely comes close to Harvard University’s $32 billion endowment for 2011.
Currently there are some 50 endowment funds in Russia serving educational, healthcare and cultural establishments, which vary in size from around $200,000 to $25 million, according to the investfunds. ru website.
Under Russian law, sums held in endowment funds cannot be lower than $95,000 and the funds have to be managed by independent management companies.
Otkrytie Management and Gazprombank Assets Management are the leaders in the segment, each running several endowment investment funds.
“Managing endowments is not as strictly regulated as, for example, pension fund management, but it still has some restrictions,” Roman Sokolov, director of Otkrytie Management told The Moscow News.
Oleg Kharkhordin, rector of the European University in St. Petersburg, told the forum that the endowment system has potential in Russia since there has been a shift in the way businessmen view the country’s educational establishments.
“At first we saw people leaving academia to pursue business goals, but now, having earned some money, they are coming back,” Kharkhordin said [6].
E. eCheating: Students find high-tech ways to deceive teachers
As students gain access to sophisticated gadgets both at school and at home, educators are on the lookout for new kinds of cheating. From digitally inserting answers into soft drink labels to texting each other test answers and photos of exams, kids are finding new ways to get ahead when they haven't studied.
YouTube alone has dozens of videos that lay out step-by-step instructions: One three-minute segment shows how to digitally scan the wrapper of a soft drink bottle, then use photo editing software to erase the nutrition information and replace it with test answers or handy formulas. The video has gotten nearly 7 million hits.
"There's an epidemic of cheating," says Robert Bramucci, vice chancellor for technology and learning services at South Orange Community College District in Mission Viejo, Calif. "We're not catching them. We're not even sure it's going on."
Common Sense Media, a non-profit advocacy group, finds that more than 35% of teens ages 13 to 17 with cellphones have used the devices to cheat. More than half (52%) admit to some form of cheating involving the Internet, and many don't consider it a big deal. For instance, only 41% say storing notes on a cellphone to access during a test is a "serious offense." Nearly one in four (23%) don't think it's cheating at all.
But authorities are increasingly getting tough on cheating. Police in Nassau County, N.Y., Long Island, this fall arrested 20 teens at five public and private schools in an SAT cheating ring. Five are accused of taking SAT and ACT tests for other students, who paid up to $3,600 for the service, authorities say.
An Orange County, Calif., student pleaded guilty in March to stealing Advanced Placement tests and altering college transcripts. Prosecutors say Omar Shahid Khan, 21, pilfered a teacher's password for the school's grading system by installing spyware on school computers.
"This is about the pressures that kids are feeling in school," says Jill Madenberg, a Great Neck, N.Y., college consultant. "The pressure to do well, the pressure to get into a good college." She says cheating like the kind seen in Long Island isn't isolated. "It's literally all over the country — it's an epidemic of sorts."
A former high school guidance counselor, Madenberg says that perhaps the only positive aspect of the Long Island SAT scandal is that it will begin a discussion on the pressures kids feel. "There's no question that people are beginning to look at that," she says.
Digital devices haven't necessarily made cheating happen more often, experts say. They've just make it harder to detect. "The naïve folk belief is that cheating never used to be a problem," Bramucci says. "It's always been a problem."
Problems like detecting cheating boil down to what Nobel Laureate psychologist Daniel Kahneman calls "cognitive bias." If teachers can't see it happening in front of them, they're unlikely to believe it's happening and so they're less likely to try to prevent it. But Bramucci says educators "are lousy detectors at cheating."
To prove his point, a few years ago he brought in a group of students to take a mock test and instructed them to cheat in a handful of different ways, all under the gaze of South Orange professors, who watched and took notes.
"They didn't even get a third of the ways people were cheating, even when they knew they were cheating and it was happening right before their eyes," Bramucci says.
These students have some specialized needs and issues such as the difficulty of finding decades-old high school transcripts, Vicker says. They are also "very focused on getting through quickly," she says. "They're interested in getting help from advisers or completion coaches to make sure they're making the best choices of the classes they're taking."
"It's strange being older than your teachers," says David Reiser, 56. Reiser started Joliet Junior College's automotive technology associate's degree program in January after being laid off last year from his job as a construction estimator. The age issue "is a little unsettling," says Reiser, a grandfather. "I definitely do get the looks walking through the halls."
Monroe Community College, one of the new additions this year to the Plus 50 Initiative, plans specialized training of its counselors so they can better direct older students according to their physical limitations.
"It's not always obvious when you see job postings," says Thomas Fitch, workforce development program director. "It might say 'insulation specialist.' Unless you know the phyiscal demands of those kinds of jobs, you might get retrained for jobs you can't do."
Cape Cod Community College in West Barnstable, Mass., is encouraging faculty to help ease the paths of older students, training instructors, for example, to make sure they don't print class syllabi in anything smaller than 12-point type and that they wear microphones for lectures in big classrooms, says Susan Maddigan, interim dean. "Small things like that certainly help," she says.
The school also has started an adult learner center offering prep work for students who are not used to or comfortable with standard technology. "If a computer gives you high anxiety and you don't know how to make it work, you don't do well (on placement tests). So we do a little coaching," she says [26].
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