Goloseyeva A. Discussion on Russia’s participation in Bologna process // 9th Conference of European Sociological Association. “ESA 2009. European Society or European Societies?” Full papers disk. RN 10. Sociology of Education.

Anna Goloseyeva Russian State University for Humanities ESA1822780

The discussion around Russia’s integration to Bologna process

Globalization processes, which take place in the world, develop in the sphere of education. It is no coincidence, since education is a system-part of any national culture, not just a service sector, as, for example, some modern Russian reformers claim it. At present time in Russia is actively realized the reform of high education, initiated by the Government. The goal of the reform is integration of Russian education into the European educational system in the frame of Bologna process to which Russia has jointed in 2003. It is obvious that the main objective of the Bologna process is achievement of the geopolitical goal of a united Europe - to create an alternative to the Americanization of European space. We can distinguish the following urgent tasks that the development of the Bologna process should facilitate: -

to encourage migration of skilled labor inside Europe, to create

additional competitive advantage of such migration compared with migration across the ocean; -

to make the European system of higher education more attractive,

and help to return to Europe part of the prospective personnel that has emigrated to the United States; -

to preserve national cultures and self-identity of Europeans.

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But what the establishment of an integrated European educational system carry to such a country as Russia, which is not part of the European Union and cannot fully identify its interests with her own? At the level of declarations it is difficult to argue with the Bologna principles. They consider increased access to European education, greater mobility of students and teachers, etc. Nevertheless, lively, if not fierce, debate on this issue doesn’t stop in Russian society the past few years. Ministry of Education and Science of Russian Federation, initiator of the reform, in directive order has obliged all Russian higher education institutions to pass to two-tier system of higher education to the end of 2010. According to the statistical data the general level of an involvement of the Russian high schools in Bologna process slightly more low, than 80 %. [1.] Nevertheless, we can conclude that from the moment of Russia’s signing the Bologna declaration in September 2003, the process of transit of the Russian high schools in the European space of higher education has taken mass character (at least, formally). However the reform has a lot of opponents. The result of the yet another Russian modernization "from above" is passive, and sometimes active resistance of the academic community to Bologna process. As for the rectors of Russian universities, the majority of them, especially the chiefs of the leading classical universities, oppose to the accession to the Bologna system. However, according to the online inquiry, which was held at the Moscow State Institute of International Relations (MGIMO) in the last year the share of supporters of that process has grown by half: from 7.5 to 15%. [2.] Some of the Russian leading universities are successfully adopting the new two-tier system (Bachelor’s programme – Master’s programme): Moscow State Institute of International Relations (MGIMO), Bauman Moscow State Technical University (MGTU) etc. [3.] 2

However other universities (especially classical ones, for example, Lomonosov Moscow State University and St. Petersburg State University) "hold the fort" till now and refuse to participate in integration processes, resisting unreasonable, as they see them, innovations, such as introduction for their entrants Uniform Graduation examination (ЕГЭ). To some extent they manage to defend their independence and traditions, but other high schools are enforced all requirements of the Bologna program. By the way, there is no consensus even between the officials. For example, the question on introduction of ЕГЭ has simply split the Russian society. If the Minister of Education and Science, A. Fursenko defends the innovation with great feeling, the Chairman of the Council of Federation S. Mironov initiated production in the Constitutional Court to open the question of constitutionality of universal introduction ЕГЭ in Russian schools. Why there is so much doubt? Russia integrating into the European educational system, in parallel tries to solve another problem - improving the quality of Russian education, which has suffered strongly, since 90's. According to the expert evaluation of the working group exploring ways of joining Russia in the Bologna Process, European quality standards, ensuring the competitiveness of education, meet not more than 100 Russian universities out of 3 345, in conjunction with affiliates. According to the Rector of St. Petersburg State University, Ludmila Verbitskaya, that is the reason why rectorial community as a whole does not support the entry of our country in the Bologna process. [4.] Changes of the last 15 years that have taken place in Russian society, strongly affected education. The market exerted its influence. But the State almost totally distanced itself from the educational sphere and now badly imagines how to return and what to bring.

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During the period of liberal reforms in the country there was tremendous growth in the number of universities and high schools, not accompanied by any increase in quality or strengthening of the control over them.

Table 1. Distinct performance indicators of the organizations of higher education

2008

As % of 2007

For reference 2007

as % of 2006

State and municipal organizations of higher professional education Number of the institutions, units

660

100,3

658

99,7

6214,8

100,1

6208,4

101,2

Admission, thousands of persons

1362,7

98,5

1384,0

100,5

Graduation , thousands of persons

1125,3

101,5

1108,9

105,0

474

105,3

450

104,7

1298,3

103,6

1252,9

106,5

Admission, thousands of persons

279,0

93,7

297,6

105,9

Graduation, thousands of persons

233,2

102,9

226,6

113,8

The quantity of students, thousands of persons

Nongovernmental organizations of higher professional education Number of the institutions, units The quantity of students, thousands of persons

The source: Rosstat (Federal State Statistics Service), Russia in figures – 2008. www.rosstat.ru

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At the same time, the quantity of defended dissertations has increased and their quality has decreased. Currently, these problems are beginning to be resolved: the noncore specialties in higher education institutions, branch institutions, not providing quality education and a number of dissertation councils are closed; State Commission for Academic Degrees and Titles (VAK) has tightened requirements for candidate and doctoral dissertations. Many commercial high schools are resisting this process. [5.] This problem is not easy, especially against the background of the unfolding global financial crisis and the expansion of a number of social problems, particularly unemployment. For a young man being even at bad high school is in any case better than in the street. All these years, intensified the gap between the level of schooling and higher education. However, gopher attempts to modernize the content of the process of general education by including in the school program new disciplines and increasing the number of teaching hours, have resulted in overloading schoolchildren, deterioration of their health and reduce of knowledge in the basic subjects - Russian language, literature, mathematics, physics, history. Nevertheless, universal and significantly out of quality secondary education has made a massive demand for higher education. Admission to universities has been rapidly growing. The total number of students over the past 10 years more than doubled, reaching in the 2005/2006 academic year, more than 6 million against 2.6 million in 1993/1994. Once scheduled for a later-term perspective the level of coverage of higher education in Russian Federation in 170 people per 10 000 people, without any effort from the part of the State has long been exceeded even 420 people, far more than in the vast number of the most developed countries (Germany, Great Britain, France, etc.)

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Table 2. Dynamics of admission to public and private higher education institutions in 2000-2007 (in thousands of person)

State and municipal higher education institutions

Academic year Total

Budget

Commercial

admission

admission

Private higher education institutions

2000/2001

1140,3

586,8

553,5

152,2

2001/2002

1263,5

587,9

675,6

198,2

2002/2003

1299,9

608,0

691,9

204,0

2003/2004

1411,7

622,6

789,1

231,7

2004/2005

1384,5

628,6

755,9

274,5

2005/2006

1372,5

613,5

759,0

268,0

2006/2007

1376,7

585,3

791,4

280,9

2007/2008

1384,0

568,8

815,2

297,6

The source: Rosstat (Federal State Statistics Service), Russia in figures – 2008. www.rosstat.ru

Admission to state and municipal universities in 2008. decreased by 21.300 people (1.5%). Mainly it was due to reduction in the admission of fulltime students which was 47.700 people or 6.7%. The quantity of the students of correspondence education had increased to 29.800 people, or 5.1%. In recent years the secondary school has ceased to act as the institute of socialization of schoolchildren; its main function it sees as preparation for entrance to university, and a main criterion for evaluation of teachers work the number of admitted graduates. One of the results of such situation became a flourishing market of individual tutoring services, smooth rolling into corrupt schemes of university admission. In recent years slower than is necessary goes the replenishment of the faculty of universities by young scientists. The average age of doctors and 6

professors of our high schools - about sixty years, while in the United States, it is forty - forty-five. This is directly connected to low-wage of the high school employers.

Table 3. Salary of different categories of Russian higher education institutions teaching stuff (on the example of Satatov State University and Satatov State Technical University). Period of probation 30 years

20 000 rub

Associate Professor

25 years

10 000 rub

Assistant professor

5 years

6 000 rub

Assistant

3 years

4 000 rub

Position Professor (Doctor)

Salary May 2009

It is necessary to increase wages for professors and researchers 5-6 times as much, or at least initially to bring their salaries to that of public servants. There is need for appropriations from the state budget for the construction of housing for young teachers. Virtually there is no system of social support for students from impoverished and problem families.

Another problem - the loss of equal access to education. Of particular concern is the lack of equal starting opportunities and equal access of Russian citizens to the educational resources of society. In remote regions of the country people believe that in Moscow State University and in other prestigious universities it’s imposuble to get an education free, without a bribe of respectable size. Outrageously high is the proportion of commercial education in Russia. [6.] However, expanding the scope of paid training is a global trend. In higher education the amount of paid services is about 100 billion dollars. But in 7

Russia it's overmuch; the share of commercial education exceeded 50%. In 2008 paid educational services to the population was supported by preliminary data on the 281.0 billion rubles, or 1.3% more than in 2007. [7.]

Table 4. Admission to state and municipal institutions of higher professional education in 2008 (thousands of person)

Particularly out of the funds: of Federal budget budgets of subjects of Russian Federation of local (municipal budgets) with fool recovery of expenses on education

The source: Rosstat (Federal State Statistics Service), Socio-economical state of Russia – 2008. www.rosstat.ru

So, is it possible to solve all these problems with the help of the current reform? Russia should join the European educational system only under condition of its competitiveness preservation. The index of revealing of comparative advantages is widely used in the world practice for an estimation of external competitiveness of the country. It is estimated as the relation of a country’s share in the world market of the given 8

goods (service) to a corresponding share in world export. Russian index is less, than of the USA and France in 8 times, than of Germany and Great Britain – in 9 times, than Australian – in 10. [8.] The share of foreign students in high schools of Russia makes all hardly more than 1% from all students trained in the world abroad.

Table 5. The quantity of international students, learning in state and municipal institutions of higher education of Russian Federation (on the beginning of the academic year, person) Among them at full-time departments

Total

Among them at full-time departments

Total

Among them at full-time departments

2007/08

Total

2006/07

Among them at full-time departments

2000/01

Total

1995/96

Quantity of international 1) students - total

67025

52671

58992

40479

87846

63840

95781

67571

Among them students from CIS studying under terms of 2) general admission

39778

27144

34510

19963

45564

24731

48239

23468

1)

International citizens are included (permanent residents of the countries of СНГ, Baltic countries and other foreign states).

2)

Without regard to of citizens of Commonwealth of Independent States (CIS),studying by international contracts.

The source: Rosstat (Federal State Statistics Service), Russia in figures – 2008. www.rosstat.ru

The most eminent Russian universities do not rank among world leaders. Even the best of them keep the competitiveness only in the home market. According to World University Ranking 2008 of Times Higher Education (THE) only one Russian university is on the list of The Top 200 World Universities: it is Moscow State University and its number is 183. [9.]

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So, on competitiveness level the Russian higher education is in the second or even in third ten of the countries presented in the market. In such situation Russia even at the most favorable deal wouldn’t receive a proportional share of the advantage which Bologna process is capable to bring and will bring to the European community. Though, as many experts consider, methods of the Bologna process are so that the best scientific forces will still concentrate in the USA. Our problem of “leak of minds” only will become aggravated, if the graduate with the Russian diploma could easily find work abroad. Anyway integration processes go, and the actual task is to make it as effective and competently as possible.

Table 6. Share of high schools of Russia realizing concrete directions of Bologna process (%)

Regional

Head and coordinators

The rest

10 000 and more

5 000 – 10 000

1 000 – 5 000

Under 1000

Size of the high school (quantity of students)

Capital

Type of the high school

Commercial

Development of two-tier system of higher education (Baccalaureat - Magistracy) Study and establishment of European Credit Transfer System (ECTS) Provision the quality of education and development of compaprpble methodologies and criteria of its estimation Creation and maintenance of the functioning of the system of recognition international documents of higher education in Russian Federation and Russian

Capital and regional

Public

TOTAL

Public / Commercial

61

65

33

68

59

100

51

100

88

47

19

43

46

17

45

41

81

33

72

73

19

19

68

71

50

71

67

90

63

83

92

67

29

20

21

8

32

14

52

11

56

15

14

5

10

Diplomas of higher education in other countries participants of Bologna process Establishment of Diploma Suppliment to Russian Diploma of higher education Realization of joint programs of Russian and international high schools Non of mentioned directions of Bologna process are realized

17

19

-

32

10

52

8

50

23

6

-

52

57

17

58

50

86

44

94

65

47

10

22

19

42

19

23

-

28

-

8

19

62

The source: Monitoring of participation of the Russian high schools in Bologna process. The analytical report by results of research in high schools. Research group ZIRCON. М., 2006. www.zircon.ru

We are sure that the main principles of process of organizationalstructural integration in Bologna system should be graduality and flexibility. The formal requirements shown to reorganization of systems of higher education have the more general character, than in the treatment which has affirmed in Russia. It is very difficult to integrate the Russian and European systems unequal in the cultural and economic relation. Moreover, it is necessary to consider non-uniformity of economic development of Russia itself, so it is impossible to apply uniform principles in all its territory, in difference from the European countries representing rather uniform economic and cultural systems. So Russia started its integration to Bologna system with transition to the three-tier system of higher education assuming assignment of degree of the bachelor, the master and the doctor (PhD). Thus only training time in doctoral studies – 3 years – is rigidly fixed. Duration of training in a sheaf Baccalaureate - Magistracy can be flexible – from 4 till 6 years with arbitrary enough distribution of time between steps.

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We have chosen the model “4 + 2”. The majority of the countries of continental Europe trend to the model “3 + 2”, and in Great Britain quite viable is the model “3 + 1”. There are some American universities, for example, the well-known Massachusetts Institute of Technology that after 5 years of training give out Master’s diploma, passing bachelor degree. Considering low starting level in Russia, it is difficult to receive developed specialist after 4 years, therefore the Russian employers often refuse to hire for job bachelors, and their claims are quite proved. The attempts of some supporters of fast transit of the Russian high schools in Bologna process to limit training of students to 3-4 years carry one of the main dangers to the national higher education: transformation of process of preparation of bachelors into profanation. Especially it concerns universities, polytechnic, art and medical high schools. Besides, there is a question how to compare the level of preparation of the bachelor and the graduates of colleges (institutions of intermediate vocational education), where training term is also 3-4 years? The practice shows that degree of the bachelor remains not claimed on the Russian labor market. Frequently for their employment there are even no corresponding acts. In any case Master’s diplomas will be claimed. So far magistracy (or the specialist) in Russian universities is planned to be commercial only, which will mean narrowing of a share of a free education, reduction of a share of availability of higher educational level and qualification. Our position is that: the Russian educational system on many parameters does not concede to other systems. Why should we renounce from our advantages? May be it is better to try to synthesize them. Documents of Bologna process do not force to carry out mechanical integration, they actually declare the most general principles, allowing to consider features of national education systems. In our country these principles are realized by the officials, which try to simplify any process of 12

reform around the bend. What for we should break our educational system with its pluses and replace it by another, especially with obvious fall of level! Many experts hold by the opinion that duration of preparation of bachelors at federal classical universities and high schools should be 5 years. The structurally-organizational variant of preparation specialists in scientific and artist specialties, there could be the model "5 + 1 + 2", i.e. preparation of the professionally-oriented bachelor would make 5 years, the master – 1 year and the post-graduate student (aspirantura) – 2 years. Thus the magistracy should become the first stage of preparation of students to postgraduate study. [10.] Why 5 years of Baccalaureate? In Western Europe schoolchildren study 12-14 years, in Russia school education is 11 years. Many years it served as a stumbling-block when it was a question of equivalence of our secondary education to the Western or of recognition in the West of our General Certificates of Secondary Education. Equivalence is established by scrupulous comparison of curriculums and guarantees full equality of the rights of the people who have got education in different countries. "Recognition" is a wider term: despite a difference in educational programs, the document received in one country will recognize and accept to consideration in high school of the other country. For Russian scientists it was easier to achieve recognition, than to prove equivalence of programs. Before entering western university, graduates of Russian schools have to finish 1-2 years of Russian university, or during the same time to attend some university preparatory courses abroad. There were cases when education of Russian graduate student equated to only two years of French university. The French follow simple arithmetic calculations: a difference between school education in France and in Russia is three years, having subtracted them from five years of training in a high school, we will just receive those two years of 13

higher education. [11.] So normally our students finish university and then go abroad for MA. Another variant is possible, and it seems to us the most logical and preferable: to make the model of higher education “5 + 2” – 5 years for bachelor degree (this will allow not to change the current учебные планы conceptually, a little adjust the programs). Current postgraduate study (aspirantura) will be equated to magistracy and reduced till 2 years. (Three years is superfluous term for writing candidate dissertation). It will reflect the real state of affairs: in European and American high schools Russian University diploma is equated to bachelor degree, our “candidatskaya” – to MA, Russian “doktorskaya” – to PhD. The second problem is introduction of European Credit Transfer System. Teaching load at Western universities makes approximately 20-25 % of student’s school hours and much more time than in Russia is given to various forms of individual work. So students in Great Britain spend in audiences (including lectures, tutor training, practical works, tests, etc.) 16 hours per week on the average. In Russia - about 40 hours per week. Independent work is focused, first of all, on preparation of various written works which are of a big significance. It allows the western universities to make educational process extremely transparent: if necessary, the academic successes of a student can be checked up at every step. Accordingly, gain scores are exposed to the student by results of written works, and also total written examinations. [12.] It is different from Russian tradition. Our students don’t have good skill of individual work, and it’s our minus. By the way Russian students are normally more skillful in doing oral presentations then in writing essays. It’s also the thing we need to improve. The system of tutoring that we plan to adopt involves one professor for 120 students. Our system of work with students is different, it’s more individual when tutor works with 5-6, well can be, with 10-12 students. 14

Credit Transfer System is declared as mean of support of student's mobility. Mobility assistance means free movement, recognition and offset of the periods of time spent for carrying out of researches, teaching and training in different European regions. The wish very good, but in many respects is demagogical and (рассчитано) calculated on psychology of young people. Who will refuse to go abroad on 1-2 semester. But nothing will be done in Russia to make such trips affordable. Thirdly, introduction of the standard European diploma supplements. Presence of such supplement will allow employers of different countries to estimate the concrete maintenance of qualification of owners of diplomas. Unlike Europe converting of diplomas is not the central problem Russian higher education is facing at the moment. A mass exchange of experts of an average level will not occur even after obligatory European diploma supplements, at least because the poor level of language knowing among students and visa-immigration problems. Besides, it is not obvious that European supplement in the diploma of a graduate from East Europe will be really accepted by all European companies and establishments. Nobody can oblige them to do it. Moreover, Russia is not interested in the best experts going for work abroad. So, nobody in Russia acts against creation of uniform educational space of Europe. But thinking and competent people understand that unity should not mean identity, but on the opposite assumes complex and flexible model including various subsystems, that means preservation of the best in national educational systems. The position of Russian Minister of education and science concerning development of integration processes is based on neoliberal approach. His mission he sees in “recalling high schools and other levels of school from their niche, from “ivory tower” and to turn them to the people, to the society, to the economy”. [13.] To economy mainly! It is underlined constantly. “Educational institutions are not the left-luggage offices removing the step of young men in 15

an adult life, but launching pads for their participation in creation of the new economy”. [14.] It is obvious that education does not give in to regulation only by market methods. It demands not market way of coordination of people’s activities and not market system of quality estimation (licensing, certification, accreditation, rating procedure of an estimation etc.). We need not market approach to harmonize the interaction of the market of educational services with a labor market and the market of intellectual property rights. Without it it’s impossible to prevent monopolist tendencies in the global market of educational services. Opponents of reform bring an attention to the question more widely. In modern science has appeared a layer of the adapted results rated for mass perception. There are "pop-scientists" with all attributes of a pop-star. (An example of the Russian academician, mathematician A.T. Fomenko, which has decided to turn a historical science. [15.] In classical culture the scientist always spoke on behalf of verity, which often was inaccessible to ordinary consciousness. Many representatives of the academic community complain that nowadays scientific results depend much on simplicity of their understanding by consumers. Demanded are “not fundamental knowledge and creative potentiality of a scientist, original ideas and depth of a research project, but the ability to put up a good show, to find the necessary formulations and forms for advertising … As a result the advantage have … projects of the applied character, realization of which promises fast, concrete and powerful results”. [16.] Just from this the fundamental nature of a Russian education always fought. The Russian university educational system was designed according to Gumbolt principles of a classical university education, meaningly being removed from pragmatists. The university was responsible for knowledge, and the rest was business of the individual. (The similar system, at least for classical universities, was until recently in Germany - based on Lands 16

independence of universities). We can argue, is it good or is it bad; by the way, isolation of Russian higher education from practice is a point of issue and claims to the higher school. Scientists always were free in the researches and didn’t participate in introduction of their inventions. Actually science and education are zones of certain economic risk for the State. There couldn’t and shouldn’t be a guaranteed profit. Scientists should not search for it or ensure it. In the history of a Russian education there was an experience when concrete financial position of university graduates depended on the results of final examinations. According to the new University Charter of 1884 the special graduation exams were invented: the exams were accepted by the special commission, appointed personally by the Minister of National Enlightenment. Programs of these state exams were developed by ministerial officials. Thus teachers on the subject were not allowed to be present at the examination. From the results of the exam depended what position on the Table of ranks a student will get after graduating from the university. As a result last two years of study students basically prepared for this state exam, having neglected all the rest studies including scientific work. It caused the sharp criticism of all university community, especially the outstanding scientists. After a while this position of Charter was cancelled. [17.] The Russian education was always based on fundamental science. That means consequential training of students to the specialty, unlike mosaic system of many other countries. It assumes that students early start to acquire membership in academic schools by virtue of early specialisation which starts normally at the second year. Students join the work of departments, join research teams, and work together over scientific subjects with students of older years and post-graduate students practically form the beginning. Often it lay foundation of academic schools. The rector of the Lomonosov Moscow State University V.A. Sadovnichy once hit the mark that if the standards on mathematics in a Soviet period were 17

identical, there would had never appeared well-known, but so various, Moscow and Leningrad academic schools of mathematics. We should not lose it during the reform. That also is our competitive advantage. Of particular concern is the trend in many Russian universities to a reduction of graduate school, which runs counter to main global trends. In 2008 the Ministry has increased twice the scholarship of post-graduate students and there and then has twice reduced their admission. In leading universities of the world the number of post-graduate students comes nearer to the number of students, and even exceeds it. For example, in the university of North Carolina on 15 thousand students - 10 thousand post-graduate students (and it is average university). As a result at our classical universities not only young doctors of sciences, but also authoritative scientists for years have no post-graduate students. How and to maintain stuff turnover? It is possible to solve all these problems only granting meaningful dialogue between the academic community and the officials. So far there is no such a dialog, and it is fault of both parties. Conclusions It is necessary to revise the state priorities in favour of an education sphere and to change traditional residual principle of its financing. We need to achieve of equation of higher education with requirements of national economy and improvement of living standards in the country, to create a favorable conditions for realization of accumulated educational potential of the population. These main tasks lay in external sphere, as distinct from recutting of curricula, systems of estimations, etc. The key factors that will allow solving it

are:

the

position

of

the

State,

scale

investments,

reduction

of

commercialization of the higher school, etc. In this area potential and the isolated efforts of educational institutions are not enough. 18

In the USA expenses on education in 1,8 times exceed a defense cost; Russia spends on education in 2,5 times less, than on defense.

Table 7 Expenses of the Federal budget on education in 2000-2007

Expenses of the Federal budget on education, billions of rubles Expenses of the Federal budget on higher education, billions of rubles Share of Federal budget expenses on education in GDP, % Share of Federal budget expenses on higher education in GDP, % Share of expenses on education in Federal budget, % Share of expenses on higher education in Federal budget, %

2000 2001

2002

2003

2004

2005

2006

2007

38,1

54,2

81,7

99,8

121,6

160,5

201,6 278,0

22,5

31,3

44,4

56,8

72,1

114,7

155,1 214,0

0,5

0,6

0,8

0,8

0,7

0,7

0,8

0,9

0,3

0,3

0,4

0,5

0,4

0,5

0,6

0,7

3,8

4,1

4,1

4,1

4,9

4,6

4,7

5,1

2,3

2,4

2,2

2,3

2,8

3,2

3,6

3,9

The source: Rosstat (Federal State Statistics Service), www.rosstat.ru; Ministry of Finance of Russian Federation, www.minfin.ru. The basic difference of the Russian higher school from the American or European is defined not by structurally-organizational factors; the main difference is material and infrastructural equipment of educational institutions. Quality of education directly depends on scientific and technical level of educational process and what possibilities professors have for research work possess. The reputation of a high schools depends on its comfort and safety, on the social status of teachers and position of students. All these factors are 19

defined first of all by a place which education occupies in hierarchy of priorities of the state, business and other interested parties. As strategic reference points of development of system of higher education it is necessary to use parameters of a development of education predicted by experts in a postindustrial society – not less than 60 % of the diplomats and researchers among the occupied population. [18.] Though number of people with higher and average professional education (including persons with incomplete higher education) in total of the population of Russia is still great – 42,8 million people, or 37 %, the number of the persons having higher education, makes only 13,3 %, while in the USA – 22 %. We can be competitive only on the basis of our national specific traditions conceptually different from European and American. We can’t improve the quality of Russian education destroying the fundamentals of our system, which is our plus. The integration of Russian high schools into Bologna system is useful, but it is impossible to do it, endowing all traditions of our higher education.

References 1. Мониторинг участия российских вузов в Болонском процессе. Аналитический

отчет

по

результатам

исследования

в

вузах.

Исследовательская группа ЦИРКОН. М., 2006. P. 7. 2. http://www.bologna.mgimo.ru 3. Мацинкевич В.И., Соболева И.В., Богаевская О.В. Болонский процесс и специфика развития высшего образования России // Высшее образование: вызовы Болонского процесса и ВТО. М., 2007. P. 40.

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See:

См.:

Гинзбург

Н.

Добровольное

признание

//

http://www.kariera.org.ru 12. Добреньков В.И., Кравченко А.И. Фундаментальная социология: В 15 т. Т. 8. Социология образования. М., 2005. 13. Фурсенко А.А. Об итогах реализации Национального проекта «Образования» // Высшее образования сегодня. № 1. 2009. P. 6. 14. Фурсенко А.А. Сдача ЕГЭ – обязательное условие поступления в вуз // ЕГЭ: вопросы и ответы. М., 2009. P. 11. 15. http://www.chronologia.org 16.

Акопян

К.

Шлягеризация

науки

//

http://www.strana-

oz.ru/numbers/2002_07/-2002_07

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17. Аврус А.И. История российских университетов. Саратов, 2005. P. 67. 18. Высшее образование для XXI века (Ответы экспертов на заданные вопросы) // Alma mater. Вестник высшей школы. № 3, 2009. P. 27.

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