Key Competences and New Literacies: From Slogans to School Reality

Maria Dobryakova graduated from the Moscow School of Social and Economic Sciences and Manchester University (M.A. in Sociology) and defended her Ph.D. in social stratification at the Institute of Sociology of the Russian Academy of Sciences. Since 2006 and until 2022 she worked at the National Research University Higher School of Economics, where she headed and coordinated a number of large-scale projects in education, social sciences, as well as publications and translation projects. Prior to that, she had worked at the Independent Institute for Social Policy (as head of publications) and the Ford Foundation (Higher Education and Scholarship program).

Isak Froumin headed the Institute of education at the National Research University Higher School of Economics in Moscow (Russia)--the first graduate school of education in Russia--from 2009 to 2021. After beginning his career as a principal of Kransnoyarsk University Laboratory School (Russia), he worked as the Lead Education Specialist at the World Bank, and the advisor to the Minister of Education and Science of Russian Federation. He is a fellow of the International Academy of Education.

Kirill A. Barannikov is the vice-rector for strategy, Moscow City University. He is working in MCU since 2015 and has led a number of projects over Moscow schools and the university development. Among the most striking projects are the online platform for teachers to create curricula (www.prok.edu.ru), the electronic platform for assessing the quality of the educational environment (www.ecers.ru, www.sacers.ru), internet service for supporting and developing initiatives (www.zamisli.pro). Over the past ten years, he headed the center for distance education of children with disabilities of the Pedagogical Academy of Postgraduate Education, the center of curricula design and standards of the Academy of Social Management. He coordinated over 40 research projects of the Department of Education of the City of Moscow, the Ministry of Education and Science of Russia. The main areas of interest are competency models in school education, issues of standardization and curricula design in an international context, change management in schools and universities.

Jarkko Hautamäki graduated from University of Helsinki (majors in experimental psychology and social psychology) and defended his Ph.D. Dissertation (Measurement and Distribution of Piagetian Stages of Thinking) in University Joensuu. He became a full professor in Special Education in Helsinki University, served also the dean and founded and directed Helsinki University Center for Educational Assessment. He is the honorary professor of Faculty of Psychology at Moscow State University, member of the Finnish Academy of Science and Letters and member of The Russian Academy of Educational Sciences. His research interests include human development and schooling for thinking, interventions and special education and applying the science of development into schooling. He lives in Helsinki, Finland.

Gemma Moss is the professor of Literacy at UCL Institute of Education. She has been the president of the British Educational Research Association (2015-17), was a member of the European Education Research Association Council (2016-18), was director of the Centre for Critical Education Studies at the Institute of Education (2007-11) and was director of the International Literacy Centre at the Institute of Education, UCL (2017-22). Her main research interests are in literacy as a social practice; literacy policy; knowledge transfer and knowledge exchange; evidence-informed practice and curriculum design; pedagogy and new technologies; primary assessment; and gender and literacy attainment. Her research includes running multi-site ethnographic case studies, combining quantitative and qualitative methods in innovative ways and using rapid evidence assessment systematic review processes to bring knowledge to bear on contentious questions in education, where funders require rapid answers.

Igor M. Remorenko has been holding the post of the rector of the Moscow City University since 2013. He has a Ph.D. and full-doctor degree in Education. From 2009 to 2011, he held the post of the director of the Department of the State Policy and Legal Regulations in Education, Department of the State Policy in Education, Department of the Strategic Development of the Ministry of Education and Science of the Russian Federation; supervised the top-priority national project "Education" and programs to support the innovative development of the higher education institutes. From 2011 to 2013, he is the deputy minister of Education and Science of the Russian Federation. He is the author of a number of the scientific publications, two monographs. He participates in the researches in the field of educational policy, development of managerial approaches in education and multiple international and national projects in the sphere of education.

Maria Dobryakova畢業於莫斯科社會與經濟科學學院和曼徹斯特大學（社會學碩士），並在俄羅斯科學院社會學研究所完成社會分層的博士學位。自2006年至2022年，她在國立研究大學高等經濟學院工作，負責和協調多個大型教育和社會科學項目，以及出版和翻譯項目。在此之前，她曾在獨立社會政策研究所擔任出版部門負責人，並在福特基金會的高等教育和獎學金計劃工作。

Isak Froumin於2009年至2021年擔任國立研究大學高等經濟學院教育研究所所長，該所是俄羅斯第一所研究生教育學院。在開始職業生涯之前，他曾擔任克拉斯諾亞爾斯克大學實驗學校的校長，之後在世界銀行擔任首席教育專家，並擔任俄羅斯聯邦教育與科學部部長的顧問。他是國際教育學院的成員。

Kirill A. Barannikov是莫斯科城市大學的戰略副校長，自2015年以來一直在MCU工作，並主導了多個有關莫斯科學校和大學發展的項目。其中最引人注目的項目包括教師創建課程的在線平台（www.prok.edu.ru）、評估教育環境質量的電子平台（www.ecers.ru, www.sacers.ru）、支持和發展倡議的互聯網服務（www.zamisli.pro）。在過去十年中，他曾擔任教育學院殘疾兒童遠程教育中心的負責人，以及社會管理學院課程設計和標準中心的負責人。他協調了超過40個莫斯科市教育部和俄羅斯教育與科學部的研究項目。主要研究領域包括學校教育中的能力模型、國際背景下的標準化和課程設計問題、學校和大學的變革管理。

Jarkko Hautamäki畢業於赫爾辛基大學（主修實驗心理學和社會心理學），並在約恩蘇大學完成博士論文（皮亞傑思維階段的測量與分佈）。他成為赫爾辛基大學特殊教育的全職教授，並曾擔任院長，創立並指導赫爾辛基大學教育評估中心。他是莫斯科國立大學心理學院的榮譽教授，芬蘭科學與文學院的成員，以及俄羅斯教育科學院的成員。他的研究興趣包括人類發展與思維教育、干預與特殊教育，以及將發展科學應用於教育中。他目前居住在芬蘭赫爾辛基。

Gemma Moss是倫敦大學學院教育學院的識字教授。她曾擔任英國教育研究協會的會長（2015-2017），是歐洲教育研究協會理事會的成員（2016-2018），曾擔任教育學院批判教育研究中心的主任（2007-2011），以及倫敦大學學院教育學院國際識字中心的主任（2017-2022）。她的主要研究興趣包括識字作為社會實踐；識字政策；知識轉移與知識交流；基於證據的實踐與課程設計；教學法與新技術；初級評估；以及性別與識字成就。她的研究包括進行多地點的民族誌案例研究，創新性地結合定量與定性方法，並使用快速證據評估系統。