ABSTRACT

International organisations facilitated the spread of competency-based reforms around the world. Accepting at face value correlations between students’ performance on international assessments, such as PISA, and nations’ economic development, reformers in different countries began to adopt competency-based standards to improve the quality of education. Hybridising competency discourses circulated by international organisations, Russian reformers introduced new school standards that created a bifurcation of the educational system along the lines of socioeconomic, cultural, and linguistic diversity. This bifurcation is evident in the standards’ focus on providing in-depth disciplinary knowledge to students from privileged backgrounds and competencies ‘to adapt to the world’ to students from underserved groups. The significance of this analysis lies in demonstrating how appropriations and hybridisations of competency discourses in the Russian Federation work to produce elites that govern and workers who accept low positions in social hierarchies of the neoliberal world order.

摘要

国际组织促进了基于能力的改革在世界范围内的传播。不同国家的改革者接受了国际学生评估会（PISA）等国际评估中学生的表现与国家经济发展之间的面值关联，因此开始采用基于能力的标准来提高教育质量。俄罗斯改革者将国际组织流传的胜任能力话语进行混合，引入了新的学校标准，沿着社会经济，文化和语言多样性的观点，对教育系统进行了分叉。标准的重点在于向具有特殊背景和能力的学生提供深入的学科知识，以“适应世界”，为服务水平低下的学生提供深入的学科知识。