Comparative Analysis of Russian and Swedish Educational Systems
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Russian educational system, Swedish educational system, comparative education, educational reforms, flexibility, adaptability, egalitarian values, state intervention
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Abstract
This document provides a comparative analysis of the Russian and Swedish educational systems, highlighting their similarities and differences. The study explores the impact of history and past experiences on the current educational systems of these two countries. The Russian system is characterized by flexibility and adaptability, while the Swedish system is based on egalitarian values and a strong state intervention. The analysis aims to improve education by identifying valid generalizations and understanding the unique character of each phenomenon.
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[...] This paradigm is quite appropriate to characterize what we have been able to show through the examination of this comparison between the Russian and Swedish systems. In fact, both systems succeed in both local and global elements in that the evolution of the two systems is formalized through general structural reforms and that we generally find in Europe but which act locally. The appreciation of these two educational systems, through the process of comparative education, will therefore have allowed us to understand the structural differences but the invariants that exist in the two systems in the measure where the search for distinction tends to become a norm. [...]
[...] In fact, the main pedagogical trend in Russian schools will be the possibility offered to choose different options in order to attract specific audiences. Whether it is the so-called specialized classes or the so-called lyceums, the Russian system of differentiation is based on the idea of creating a wide range of options for students to choose from, in order to cater to their individual needs and interests. This approach is based on the idea that students have different learning styles and abilities, and that they should be able to choose the educational path that best suits them. [...]
[...] (1993).Comparative Education, Paris : P.U.F., coll. Que sais-je? [...]
[...] On the contrary, the Swedish model has not undergone recent breaks in its social and educational system. The latter is based on a long tradition centered around the principle of free education for all. In this sense, for specialist Bernadette Plumelle, 'the Swedish educational system is carried by the fundamental values of respect and concern for others, solidarity, equality between the sexes and tolerance'4 » (Plumelle, 2005). In fact, we can start to understand what will determine the continuation of our discussion, by noting that the two educational systems do not have the same objectives in the sense that, in the case of Russia, the latter has had to be strongly restructured in recent years. [...]
[...] Education in Sweden, In:International Review of Education pp. 139-146. Regnault, E. (2017). Comparative education, between measurement and culture, between global and local, Paris : L'Harmattan. Robertson, R. (1995) Glocalization: Time-Space and Homogeneity-Heterogeneity. In: Featherstone, M., Lash, S. and Robertson, R., Eds., Global Modernities, Sage Publications, London, 25-44. [...]
