Institutional portfolio of Russian education

Abstract

Introduction. The educational system is constitutive in all countries, it is one of the world’s largest systems that generates and reproduces human, intellectual, cognitive capital. National educational systems have both common features and diff erences, which are based on unique components – institutional genes. Russian education inherits many of the best traditions of the previous social system, thanks to which worldrecognized successes have been achieved. Most of these traditions have acquired the qualities of institutional genes, but this does not exclude the emergence of stable ineffi cient institutions, i.e. institutional traps. These are the characteristics of Russian education that are synthesized in its institutional portfolio as a topical and, in many ways, new research topic. Theoretical analysis. This study for the fi rst time off ers an approach to Russian education from the standpoint of institutional genetics. Institutional genes are a set of institutions, institutional structures, their interactions, mutual determinations, various rules of the game that are inherited, i.e. are transmitted from the previous economic system to the next, develop within the existing system, are constantly reproduced. Institutional genes can undergo processes of various changes - mutations and mimicry, dysfunctions, institutional pathologies. Empirical analysis. The main characteristics of institutional genes are highlighted: they are inherited, changed, reproduced within the framework of subsequent economic systems, which creates a certain predictability of trends in future socio-economic development and the possibility of choosing eff ective directions in politics. The study of new institutional traps in Russian education is of scientifi c interest, which is signifi cant for determining the mechanisms of their leveling in the general course of systemic transformations. Results. An institutional portfolio of Russian education is presented, containing an analysis of the best traditions of the domestic education system, most of which is identifi ed as institutional genes, and its new institutional traps. The signifi cance of the appeal to the institutional genetics of Russian education and the existence of institutional traps, mechanisms for leveling them to substantiate the algorithm for the development of the educational system in accordance with its genesis, national priorities and strategic prospects is substantiated.

Keywords

• institutional genes
• traditions of domestic education
• institutional traps
• institutional portfolio