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Shmis, Tigran

Global Practice on Education, The World Bank
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Educational assessment, Learning environments, Early childhood development
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0000-0003-0070-2486
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Global Practice on Education, The World Bank
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Last updated: November 5, 2024
Biography
Tigran Shmis holds a specialist degree (2001) as a school teacher of computer sciences and economics, after graduating the University he completed the postgraduate study in educational ICTs and holds a PhD (candidate of sciences) degree (2004) from the Russian Academy of Education. Later he completed a MEd (2007) program of the Moscow branch of the University of Manchester on Management in Education and Educational Policy. Tigran worked under educational projects in Russia, Belarus, Kazakhstan, Kyrgyz Republic, Romania, Serbia and Peru. Among those projects are: the Yakutia Early Childhood Development (ECD) project, Russian Education Aid for Development (READ), Khanty-Mansyisk ECD infrastructure development technical assistance, Kyrgyz ECD project, Belarus Education Modernization Project and Serbia ECD project, technical Assistance on Safer Schools development project in Peru. He delivered several cooperation programs with the OECD Center for Effective Learning Environments (CELE) and Early Childhood Education and Care (ECEC) networks and UNESCO. Areas of research and professional interests are ECD, innovative learning environments, and international assessment work. Tigran leads a work on innovative learning environments, ECD quality initiatives, and capacity building of Russia in international development aid in education.

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2020 - 202452000 - 20192
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Now showing 1 - 7 of 7
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    Learning Poverty Updates and Revisions: What’s New?
    (Washington, DC: World Bank, 2024-11-05) Cloutier, Marie-Hélène; Geven, Koen Martijn; Rogers, Halsey; Fazili, Sheena; Ning Wong, Yi; Akmal, Maryam; Stacy, Brian; Sedmik, Elisabeth; Shmis, Tigran; Tran, Nguyet Thi Anh; Asad, Saher; Clarke, Marguerite; Liberman, Julia; Levin, Victoria; Alvarez, Horacio; Wane, Waly; Meky, Muna Salih
    This note is part of the April 2024 release of the latest country-level Learning Poverty estimates. The document details country-level changes to the underlying data used to produce the April 2024 Learning Poverty release and builds on the changes documented in the technical note accompanying the 2022 global release. This is the fourth release of updated and revised country numbers since the launch of the Learning Poverty measure in October 2019 by the World Bank and UNESCO. The current release provides Learning Poverty data for 125 countries.
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    New Skills for New Century: Informing Regional Policy
    (World Bank, Washington, DC, 2021-06-25) Shmis, Tigran; Ustinova, Maria; Chugunov, Dmitry; Melianova, E.; Parandekar, S.; Kruske, L.
    As part of the World Bank’s analytical support program in Russia, the team has been working with their Russian counterparts on collecting and analyzing data in order to gather evidence to inform coherent policies and strategies for creating modern schools and for promoting 21st-century teaching and learning in Russia. Both goals are being pursued through a series of national projects aimed at: (i) modernizing teaching and learning; (ii) putting Russia in the top 10 countries in terms of scores on international assessments; and (iii) expanding school infrastructure to ensure full-day schooling throughout the country. This new report presents a rigorous analysis of the data collected as part of the Trends in Mathematics and Science Study (TIMSS) in 2019 complemented by data on Russia from the OECD’s School User Survey (SUS), which was also fielded in 2019. The team added the SUS to the study as part of its collaboration with its Russian counterparts. The total sample represents all general education systems in the Russian Federation. This report also includes data from Information and Communication (IC) Literacy Test7 conducted in 2020 combined with the SUS. The two datasets are not related but both cover 21st-century skills and Russian students. This report analyzes the various 21st-century skills that it was possible to analyze using data from the TIMSS and IC Literacy Test. The analysis provides descriptive statistics related to the learning environments and teaching practices in Russia and draws some correlations between learning environment variables and learning outcomes. Furthermore, the study shows how different teaching styles affect student learning in the mathematics, science, and cognitive (reasoning and applying) domains of TIMSS. The team also analyzed the wellbeing construct included in TIMSS 2019. They found that the cognitive domains of reasoning and applying were well aligned with the 21st-century skills that can be measured directly by TIMSS. This study also attempts to use self-reported data from TIMSS student and teacher questionnaires and construct measures to stimulate teaching and learning activities related to 21st-century skills development. The study also assesses the impact of such measures on student performance across subject and cognitive domains. In exploring IC literacy and ICT technology in schools, the report analyzes key characteristics of the school environment, the use of ICT in schools, the use of technology by teachers with different mindsets towards modern education, and students' performance on the IC Literacy Test with an analysis of the context of the questions.
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    Learning Recovery after COVID-19 in Europe and Central Asia: Policy and Practice
    (World Bank, Washington, DC, 2021-05-28) Arcia, Gustavo; de Hoyos, Rafael; Patrinos, Harry; Sava, Alina; Shmis, Tigran; Teixeira, Janssen
    The vision of the Europe and Central Asia (ECA) Education Team is for education systems to empower all people to reach their full potential. In line with this vision, the purpose of this guidance note is to provide decision-makers with some recommendations and policy advice on effective ways to respond to the education losses engendered by the COVID-19 crisis. These recommendations include specific measures for mitigating learning losses and preparing for school reopening. The note also discusses the opportunity to design and implement structural reforms to make education systems more resilient and, in the process, improve students’ educational performance. Recommendations are also given for longer-term actions with the potential to transform education by strengthening learning and improving learning equity in the future.
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    Response to COVID-19 in Europe and Central Asia: Policy and Practice Recommendations
    (World Bank, Washington, DC, 2020-05-08) Sava, Alina; Shmis, Tigran; Nunes Teixeira, Janssen Edelweiss; Patrinos, Harry Anthony
    The Europe and Central Asia (ECA) Education Team's vision is for education systems to empower all to reach their full potential. In line with this vision, the purpose of this guidance note is to provide recommendations and policy advice for decision-makers on potential education responses to the COVID-19 crisis. The note includes measures for mitigating learning losses and preparedness for school re-openings and/or a second wave based on the following scenarios: (i) schools remain closed until the end of June and reopen in July allowing for the possibility of summer school; and (ii) schools remain closed through the summer, reopening for the next school year but with protracted disruptions.
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    Learning Environments and Learning Achievement in the Russian Federation: How School Infrastructure and Climate Affect Student Success
    (Washington, DC: World Bank, 2020) Shmis, Tigran; Ustinova, Maria; Chugunov, Dmitry
    This book presents the main findings of a study on school learning environments and student outcomes, which the World Bank conducted in 2019 in three regions of the Russian Federation. Using data collected through the OECD School User Survey and the pilot “Trends in Mathematics and Science Study” (TIMSS), the book analyzes how a school’s infrastructure and learning environment may affect the progress and success of students in math and science. It also delves into teaching practices, analyzing their impact on learning and highlighting the important nexus between learning environments and teaching methods. The book concludes by recommending areas in which focused attention by educational authorities could improve educational policy and help maintain high-quality learning environments. The book will be useful for educators, school principals, architects, and policy makers who are involved in school infrastructure projects and are interested in increasing their knowledge of school design planning.
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    Innovative Learning Environments: The Role of Energy-Efficient Investments in Russian Preschool Education Facilities (A Case Study of the Khanty-Mansyisk Region)
    (World Bank, Washington, DC, 2019-08) Kotnik, Jure; Shmis, Tigran; Chugunov, Dmitry; Ustinova, Maria
    This paper discusses an example of an early childhood development facility intervention in the Khanty-Mansyisk region of the Russian Federation and its potential to produce efficiency gains in the region and the country overall. The government of the region is introducing changes to the built environment of its early childhood development centers. The proposed new design is based on the concept of the learning environment as a third teacher. The smaller footprint of the new buildings will increase the amount of active space per child, and the new design will include energy efficiency measures. The economic impact of these measures will reduce operating costs throughout the lifecycle of the building and provide strong evidence to education policy makers in the rest of the region and the country as a whole in favor of child-centered, healthy, and energy efficient early childhood development infrastructure.
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    The Impact of School Infrastructure on Learning: A Synthesis of the Evidence
    (Washington, DC: World Bank, 2019) Barrett, Peter; Treves, Alberto; Shmis, Tigran; Ambasz, Diego; Ustinova, Maria
    This book focuses on how school facilities can affect children’s learning outcomes, identifying parameters that can inform the design, implementation, and supervision of future educational infrastructure projects. It reflects on aspects for which the evidence could be strengthened, and identifies areas for further exploratory work.