Russia education system

From 1945 nntil 1989, all Central-Eastern European Countries were under the strong influence of the Russian educational system. Russia, Ukraine, and Belarus were parts of the Soviet Union, while Czechoslovakia (later divided into the Czech Republic and the Slovak Republic) and Poland remained formally independent. 

Nina A. Nedolya was born in Irkutsk (Russia) and educated in organic chemistry at the Irkutsk State University (Diploma 1972, PhD 1982, DSc 1998). From 1995 to 1999 she was associated with Prof. L. Brandsma at the Utrecht University (The Netherlands). In 1999 she obtained her second PhD from the Utrecht University. She is presently Head of the Research Group of Chemistry of Heterocyclic Compounds at A. E. Favorsky Irkutsk Institute of Chemistry. She is the author of over 210 review articles and research papers. She is also one of the inventors for 112 patents. She is interested in the chemistry of polyfunctional unsaturated heteroatomic systems (vinyl, allenyl, and alkynyl ethers and their derivatives, linear and cyclic heteropolyenes, hetero-cumulenes), including synthesis of important heterocycles, particularly pyrroles, thiophenes, thiazoles, imidazoles, dihydrofurans, dihydropyridines, pyridines, quinolines, dihydroazepines, and azepines, based on metallated allenes or alkynes and/or heterocumulenes. 

The role of vocational education is another example of a common feature. Czechoslovakia, Poland, and Soviet Russia adopted the German style vocational high-school system, with the presence of technical high-schools. What was uiuque... 

NORRIC. (2005). The system of education in Russia. Copenhagen Nordic Recognition Network. 

On the other hand, in countries such as Russia and Japan, where there was no strong tradition in education, the periodic system was readily accepted. In places where there were devoted researchers, such as Mendeleev himself or Bohuslav Brauner, his influential coworker, the acceptance of the periodic system was a momentous event, as in the case of Russia or the Czech Lands. The coincidence of the institutionalization of science, including chemistry, and the discovery of the periodic law, helped Japanese chemists to accept the law without much problem. 

As shown in the previous sections, by the end of the 1880s the majority of introductory chemistry textbooks in Russia adopted the periodic system, or at least mentioned the periodic law. By the end of the 1890s most of the chemistry textbooks for secondary schools were based on the periodic law. One can also notice some interest in the periodic system beyond the academic and educational spheres. 

Since Russia did not have a strong educational tradition like that in France or Spain, a new approach, based on the periodic system—both in education and research—was smoothly implemented. Thus, the periodic system was rather easily accepted in Russia in the academic chemical communities in the 1870s and in secondary education in the 1880s. However, the periodic law was considered to be a somewhat advanced part of chemistry knowledge, so most of the purely elementary textbooks employed for a quick understanding of chemistry did not use or even mention the periodic law. 

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