In recent decades, the international community has developed long-term approaches to sustainable development. The 17 Sustainable Development Goals (SDGs), adopted by the United Nations in 2015, serve as a universal call to action to eradicate poverty, protect the planet, and ensure peace and prosperity for all. The fourth Sustainable Development Goal (SDG 4) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”
The Russian Federation, as a donor in the field of education, plays a key role in implementing the SDG 4 agenda globally by providing various forms of development assistance. Russia’s role in this regard is formalized in the “Concept of State Policy of the Russian Federation in the Field of International Development Assistance” (2014), Federal Law No. 127-FZ “On International Cooperation of the Russian Federation” (2018), and the “Strategy for the Participation of the Russian Federation in International Development” (2018). These documents outline Russia’s priorities and principles for international assistance and provide a regulatory framework for participating in global educational initiatives.
In recent years, Russia has demonstrated significant progress in developing and improving the quality of education at all levels. Results from international comparative studies (PIRLS, TIMSS, PISA) highlight that Russian school education ranks among the best globally, with Russian students outperforming their peers in several core subjects. These achievements affirm that Russia’s education management strategies can serve as a model for other countries, particularly those with similar educational traditions.
This has enabled the Russian Federation to implement the concept of development assistance not only through funding multilateral initiatives but also by exporting its expertise and tools in education. This comprehensive approach is embodied in the Program for Improving the Quality of Basic Education in CIS, Asian, and African Countries (READ), launched in 2008. The program is the largest Russian initiative in the field of educational development assistance, with its primary goal being the improvement of basic education quality in low-income countries.
From 2008 to 2024, the program evolved to address international development challenges. During its implementation, effective elements of education quality assessment systems were developed and applied in Armenia, Belarus, Kazakhstan, Kyrgyzstan, Tajikistan, Vietnam, Mozambique, Angola, Zambia, Ethiopia, Cambodia, India, Mongolia, and Nepal.
To strengthen prior achievements and amplify the positive impact of earlier phases, READ for 2021–2024 focuses on the following priorities:
- Promoting the research and assessment agenda on 21st-century skills, with an emphasis on measuring and interpreting results.
- Advancing Russian tools for assessing education quality to improve student learning in developing countries.
- Expanding the use of Russian education quality assessment tools for national and international monitoring studies in developing countries.
READ aligns with global trends in human capital development as a foundation for economic growth and social well-being. Harmonizing educational processes and adapting modern teaching technologies create favorable conditions for individual student development, positively impacting the creation of sustainable human capital growth in developing countries.
The program design includes interconnected components, each contributing to the development of new assessment methodologies and strengthening Russia’s expertise. Key focus areas include developing education quality assessment tools, training experts, and conducting joint international monitoring using Russian tools. These areas form a comprehensive approach to improving education systems in CIS, Asia, and Africa, setting an example for other developing regions.
The central component of READ is the creation and dissemination of Russian education quality assessment tools. Between 2021 and 2024, tools such as the Student Achievement Monitoring (SAM), teacher practice diagnostics, the 21st-century skills assessment tool, and the ICT literacy assessment tool were tested and localized.
Another program component is training experts and specialists in education quality assessment. The Center offers training modules on modern evaluation methods and technologies as part of the development and localization of these tools. These activities involve specialists from Russia, CIS, and beyond, fostering a professional community in this field. The training formats include short-term workshops and long-term programs, developed in collaboration with leading Russian and international experts. Participants gain knowledge on new approaches to measuring learning outcomes, applying them in national and international studies. Digital platforms used for training enable up to 1,000 specialists to participate simultaneously, ensuring accessibility to a broad audience.
The international monitoring component serves as a mechanism for promoting and piloting Russian education quality assessment tools. These tools have already been successfully implemented in Armenia, Kyrgyzstan, Tajikistan, Belarus, and other countries. They help collect data on various levels of student learning achievements and empower partner countries to build their assessment capacity. Joint comparative monitoring not only measures educational progress but also highlights Russia’s role as a global leader in educational expertise. Russian experts and specialists from CIS countries collaborate on research, development, and testing of new methodologies, strengthening partnerships between participating countries. Research findings are regularly discussed at annual conferences.
Thus, READ represents a comprehensive system where the development of assessment tools, expert training, and monitoring complement and reinforce one another. This approach focuses on long-term results, contributing to the development of national education systems and improving the quality of learning in developing countries.
