¿Cambiar para seguir igual? la experiencia de la oposición política rusa: del legado de la Perestroika a la democracia soberana

El colapso de la Unión Soviética a inicios de los años noventa del siglo pasado, constituyó para Rusia un punto de partida para su reconfiguración y reestructuración como un país independiente. En este proceso de reconfiguración y reestructuración Rusia ha adoptado diferentes elementos de la cultura política occidental; situación que resulta de gran interés, toda vez que en los años de la Guerra Fría la Rusia comunista encarnaba la antítesis de Occidente a nivel ideológico, político y económico. Esta investigación pretende estudiar la oposición política en Rusia entre los años 2004 y 2012, y, con ello, presentar algunos elementos clave en la comprensión de las acciones, relaciones e influencia de los diferentes actores del nuevo sistema político de esta potencia mundial.

Analysis of Needs and Resources

The initial aim of the CareMan project was to develop a joint degree programme that combined and utilised the strengths of the five collaborating universities that were already involved in delivering social and health care management education. Because the project was to be implemented in collaboration between education- al institutions, the collaboration had to be based on a detailed understanding of the national and institutional specifics of each of the individual academic enti- ties. During this process it was recognised that, due to a number of regulation issues, achieving the original aim would not be possible; ultimately, following a series of analytical works, which are presented below, it was decided that a set of three master’s level modules should be developed. One of the reasons was that the Finnish law on master’s degrees at universities of applied sciences (UAS) stated that the requirement for entry to a UAS master’s programme was a bachelor degree from a UAS or equivalent, plus a minimum of three years of work experience in an appropriate field. The three years’ work experience is also required from international students. In practice this meant that the participating Finnish UASs, Lahti and HAMK, could not award a diploma for foreign students without this work experience. The other European universities do not have the work experience requirement, although some take it as a bonus for admission (FHS UK). There were also other differences in law (e.g., requirements for mini - mum standards in Social Work education at FHS UK) that could not have been overcome during the period of project realisation. Consequently, the outcome was the development of only three common educational modules, each for 10 ECTS, which were developed, delivered and assessed during the lifetime of the project. The intention was that these would be integrated into the current masters’ level provision in each of the universities