The global economic crisis has created new challenges for education systems all over the world. On the one hand, there is a need to ensure/initiate reforms in education in view of fiscal constraints, and on the other hand, there is a need to train new specialists for post-crisis development.
The FSU countries were confronted with an urgent issue, not necessarily specifically related to the crisis: to formulate and introduce new educational curricula, standards, and delivery models in order to adjust to the challenges imposed by the transition to the post-industrial stage of development.
In middleincome countries like Russia, Ukraine, and Belarus, this implied, above all, a radical improvement in education quality in order to meet the needs of a knowledge-based economy. In lower-income FSU countries, this meant adjusting their educational systems to meet specific priorities within their development strategies.