Comparative analysis of approaches to the formation of functional literacy in the Russian Federation and the countries of Southern Africa (South Africa, Zimbabwe, Namibia, Botswana)

Marina A. Khudyakova; Irina N. Vlasova

doi:10.25726/y9227-5225-4311-c

Authors

Marina A. Khudyakova Perm State Humanitarian and Pedagogical University
Irina N. Vlasova Perm State Humanitarian and Pedagogical University

DOI: 10.25726/y9227-5225-4311-c

How to cite

GOST Khudyakova M. A., Vlasova I. N. Comparative analysis of approaches to the formation of functional literacy in the Russian Federation and the countries of Southern Africa (South Africa, Zimbabwe, Namibia, Botswana) // Education Management Review. 2025. Vol. 15. No. 2-2. P. 315-329. DOI: 10.25726/y9227-5225-4311-c

APA Khudyakova, M. A. & Vlasova, I. N. (2025). Comparative analysis of approaches to the formation of functional literacy in the Russian Federation and the countries of Southern Africa (South Africa, Zimbabwe, Namibia, Botswana). Education Management Review, 15(2-2), 315-329. https://doi.org/10.25726/y9227-5225-4311-c

Abstract

The article presents a comparative analysis of conceptual approaches to the formation of functional literacy in the educational systems of the Russian Federation and the countries of Southern Africa (South Africa, Zimbabwe, Namibia, Botswana). Based on a comprehensive theoretical and methodological analysis, the institutional, socio-cultural and pedagogical features of the implementation of functional literacy programs in the studied countries have been identified. The results of an empirical study are presented, including a content analysis of regulatory documents, educational programs, and a quantitative analysis of PISA monitoring data and national education quality assessment systems for the period 2018-2024. Correlations between indicators of functional literacy and socio-economic factors of development of the studied countries have been established. Convergent and divergent trends in approaches to the formation of functional literacy have been identified, and a matrix for adapting best practices has been proposed, taking into account the socio-cultural specifics of educational systems. The necessity of integrating the world's best practices in the formation of functional literacy into national educational systems is substantiated, taking into account the digital transformation of education and the new requirements for competencies of the 21st century.

Keywords

functional literacy educational policy comparative analysis Russia South Africa educational systems competence approach PISA

References

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Comparative analysis of approaches to the formation of functional literacy in the Russian Federation and the countries of Southern Africa (South Africa, Zimbabwe, Namibia, Botswana)

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