The existing structure of higher education regulation has
a number of significant problems. These include the bias of the procedures and criteria used to verify compliance with regulatory requirements, the lack of usage of information about controlled objects and limited use of new technologies during control and supervision that affect both the verification procedure and its result. The main drawback is the lack of clarity of understanding of the risks that arise as a result of violation of certain requirements, which leads to a de facto situation, on the one hand, the equivalence of influence on the ability to conduct the educational process of insignificant and extremely expensive measures to eliminate comments, and on the other hand, illusions that a necessary
and sufficient condition for quality education is compliance with all regulation requirements. A change in the system of regulation of higher education, in our opinion, should include, firstly, a transition to a risk-based approach, while the level of risk to the values protected by law (first of all, the quality of education, its accessibility, life and health of students) should be taken into account both when forming the list of regulatory requirements and their criteria, and when choosing the object of inspections, secondly, ensuring transparency and verifiability of the fulfillment of these requirements mainly with regard to assessing the quality of education. These changes will optimize the burden on both the subject and the objects of control while reducing the overall risk level for the higher education system.

The study discusses various approaches to conducting and interpreting the assessment of the quality of General education in General education organizations Russian Federation based on the results of a number of international studies (PIRLS, TIMSS and PISA). Two alternative modifications of the approved The Ministry
of education of the Russian Federation of the weighted average indicator of the quality of education and their semantic interpretations are given on the example of the results of the assessment of the quality of education in the Russian Federation in the relevant international studies 2015-2016.

The coronavirus pandemic has led to the forced self-isolation of pupils, parents and school teachers. The only opportunity to complete the school year was the transition of schools to distance learning. The article analyzes the change in the balance of working and personal time of school teachers that occurred as a result of this transition. Based on the results of surveys conducted by the authors of the article, as well as the results of other studies, priority problems and threats perceived by teachers were identified. As the main threat, teachers consider the increase in the amount of work in the new conditions. The article analyzes the reasons that caused a radical redistribution of the working and personal time of teachers, offers possible solutions to this problem and gives practical recommendations.

Institute of Education of the National Research University
Higher School of Economics being part of the international project «School Barometer» carried out a study in Russia aiming at «measuring» the impact the pandemic had on the Russian school.
The study involved 70,219 people, the sample included students, parents, teachers, school principals and representatives of education authorities. The study was conducted using the School Barometer questionnaire. The article analyzes and demonstrates
the learning situation during the pandemic from the parents’ perspectives. The results of the study demonstrate that the transition to distant learning revealed the already existing problems of
the Russian school.

The article reveals a concept of management consultancy for
schools, indicates its role in managing educational organization and
education system as a whole. The article shows the typology of consultancy in terms of how consultants interact with their customers.
Authors describe results of implementing different types of consultancy. The authors prove the relevance of consultancy involving external consultants at school level. They highlight the peculiarities of
the Russian market of management consultancy for schools and detect leading players of the market both in Russia and abroad as well as analyze types of consultancy proposed by these players.

This article is not biographical sketch. The author
analyzes the views of outstanding statesman and
active reformer in the education system Efim Kogan.
This is important because if a statesman does not
hold such views, he is unlikely to achieve much
progress

The article is devoted to the peculiarities and
analysis of the cultural and psychological factors
of Norwegian modernization. It is shown that
the basis for the success of Norway and other
Scandinavian countries was the values of education
and social cohesion, everyday self-government
practices, the development of communicative and
argumentative rationality, and self-discipline of
the elites. It is noted that throughout the twentieth
century Russia’s development was correlated
with European civilization, while in Europe itself
various models of development are presented.
Among these models, the Scandinavian model of
modernization is of most interest today. It is argued
that northern modernity is more in tune with the
sociocultural characteristics and value expectations
of Russians, for the underlying ideas about social
justice are historically significant for our society.
The prospect of a Scandinavian landmark in
Russian modernization allows us to focus on those
everyday practices and values, the lack of which has
historically hindered civilizational development,
but their latent growth is taking place today. Firstly,
these are the values of solidarity and personal
autonomy, the combination of which underlies civic
maturity. Civil society requires independence and
critical thinking from a person, and a developed
personality approaches human values. Secondly, this is the priority of the values of education and
self-development over safety and survival, which
is achieved in a human-friendly sociocultural
environment and contribute to the successful
transformation into the present. Thirdly, the
differentiation of forms of rationality (instrumental,
interpretative, argumentative, communicative, legal)
also indicates the civic maturity of the individual
and is an important factor in the success of
modernization

The article initiates a discussion of FSES 4.0 as the first digital “standard” that sets its value-semantic foundations. It allows to evolve from the current processes of “preparation” and “training” to the prevalence of the process of “productive learning” (metacompetencies, self-organization, self-determination, goal-setting, productive action and reflection) and process of “upbringing” (ascending to culture, technologies for working with it).
FSES 4.0 is considered as setting a new type of norms — preadaptation norms, dynamic norms, norms in the moment. This helps to transform the school into supporting nodes of educational ecosystems with the functions of personal educational logistics, providing conditions for the development of personal education. The discussion of digital FSES 4.0 is conducted at the levels of values and meanings, methodology, technologies and tools based on the author’s model of digital transformation of education. The digital educational environment based by the authors as a set of actors, conditions and tools for designing and implementation of educational activities based on the unique capabilities of digital technologies — an environment that is designed by the person himself to master the content of education using digital technologies, where no other is possible, except creating your own educational environment. In this context, the FSES 4.0 initiative is a dynamically updated system of attitudes and capabilities, respectively, the voiced concepts and theses are the beginning of formation of its ontology in terms of digital institutions

The article deals with the concept of data literacy. The article examines the content and composition of this type of literacy, justifies its relevance as an educational result consistent with the trends of digitalization. Approaches to the in-depth and General study of data science are divided. The article describes various types of tasks set on different educational materials and aimed at developing data literacy among students. We consider ways to deploy programs aimed at students “ mastering data science without the need to form it into a separate discipline.

Why do we call the world fragile? How did it turn out that scientific discoveries and the rapid development of technology did not at all rid us of the «black swans»? What happened to us in these spring months of 2020 clearly encroaches on our ideas about the stability, reliability and predictability of the world in which we live. Everything that was designed to guarantee sustainable development — public institutions, economics, education, science,
medicine — at some point demonstrate powerlessness or, even worse, turn into a kind of threat.
Today, few people doubt that our and future generations will have to live in an increasingly complex and increasingly unpredictable world. This article proposes to cast a glance at the situation of growth of uncertainties from two «hills’ — classical simplicity and non-classical complexity (complicacy). The author
makes a choice in favor of «parting with simplicity». But what does this mean? — We must turn our face to those ways of understanding the phenomena of fragility and uncertainty, which were rebuilt by intellectuals from different angles at the turn of the century, leaving the twentieth and coming into its own on the
twenty-first