In Russia the state provides most education services, regulating education through the Ministry of Education and Science. Regional authorities regulate education within their jurisdictions within the prevailing framework of federal laws. Russia's expenditure on education has grown from 2.7% of the GDP in 2005 to 3.8% in 2013, but remains below the OECD average of 5.2%.
Before 1990 the course of school training in the Soviet Union lasted 10 years, but at the end of 1990 an 11-year course officially came into operation. Education in state-owned secondary schools is free; first tertiary (university level) education is free with reservations: a substantial number of students enroll on full pay. Male and female students have equal shares in all stages of education, except in tertiary education where women lead with 57%.
A 2015 estimate by the United States Central Intelligence Agency puts the literacy rate in Russia at 99.7% (99.7% for men, 99.6% for women). According to a 2016 OECD estimate, 54% of Russia's adults (25- to 64-year-olds) has attained a tertiary education, giving Russia the second-highest attainment of tertiary education among 35 OECD member-countries. 47.7% have completed secondary education (the full 11-year course); 26.5% have completed middle school (9 years) and 8.1% have elementary education (at least 4 years). Highest rates of tertiary education (24.7%) are recorded among women aged 35 to 39 years (compared to 19.5% for men of the same age bracket).
In 2014 the Pearson/Economist Intelligence Unit rated Russia's education as the 8th-best in Europe and the 13th-best in the world; Russia's educational attainment was rated as the 21st-highest in the world, and the students' cognitive skills as the 9th-highest.
In 2016 the US company Bloomberg rated Russia's higher education as the third-best in the world, measuring the percentage of high-school graduates who go on to attend college, the annual science and engineering graduates as a percentage of all college graduates, and science and engineering graduates as a percentage of the labor force.
In 2014 Russia ranked as the 6th most-popular destination for international students.
Joseph Stiglitz, a former chief economist of the World Bank, has stated that one of the good things that Russia inherited from the Soviet era was "a high level of education, especially in technical areas so important for the New Economy".
According to the 2002 census, 68% of children (78% urban and 47% rural) aged 5 were enrolled in kindergartens. According to UNESCO data, enrollment in any kind of pre-school programme increased from 67% in 1999 to 84% in 2005.
Kindergartens, unlike schools, are regulated by regional and local authorities. The Ministry of Education and Science regulates only a brief pre-school preparation program for the 5–6-year-old children. In 2004 the government attempted to charge the full cost of kindergartens to the parents; widespread public opposition caused a reversal of policy. Currently, local authorities can legally charge the parents not more than 20% of costs. Twins, children of university students, refugees, Chernobyl veterans and other protected social groups are entitled to free service.
The Soviet system provided for nearly universal primary (nursery, age 1 to 3) and kindergarten (age 3 to 7) service in urban areas, relieving working mothers from daytime childcare needs. By the 1980s, there were 88,000 preschool institutions; as the secondary-education study load increased and moved from the ten to eleven-year standard, the kindergarten programmes shifted from training basic social skills, or physical abilities, to preparation for entering the school level. After the collapse of the Soviet Union the number decreased to 46,000; kindergarten buildings were sold as real estate, irreversibly rebuilt and converted for office use. At the same time, a minority share of successful state-owned kindergartens, regarded as a vertical lift to quality schooling, flourished throughout the 1990s. Privately owned kindergartens, although in high demand, did not gain a significant share due to administrative pressure; share of children enrolled in private kindergartens dropped from 7% in 1999 to 1% in 2005.
The improvement of the economy after the 1998 crisis, coupled with historical demographic peak, resulted in an increase in birth rate, first recorded in 2005. Large cities encountered shortage of kindergarten vacancies earlier, in 2002. Moscow's kindergarten waiting list included 15,000 children; in the much smaller city of Tomsk (population 488,000) it reached 12,000. The city of Moscow instituted specialised kindergarten commissions that are tasked with locating empty slots for the children; parents sign their children on the waiting list as soon as they are born. The degree of the problem varies between districts, e.g. Moscow's Fili-Davydkovo District (population 78,000) has lost all of its kindergartens (residents have to compete for kindergarten slots elsewhere) while Zelenograd claims to have short queue. Independent authors assert that bribes or "donations" for admission to kindergartens compete in amount with university admissions while authorities refute the accusation.
There were 59,260 general education schools in 2007–2008 school year, an increase from 58,503 in the previous year. However, prior to 2005–2006, the number of schools was steadily decreasing from 65,899 in 2000–2001. The 2007–2008 number includes 4,965 advanced learning schools specializing in foreign languages, mathematics etc.; 2,347 advanced general-purpose schools, and 1,884 schools for all categories of disabled children; it does not include vocational technical school and technicums. Private schools accounted for 0.3% of elementary school enrollment in 2005 and 0.5% in 2005.
Eleven-year secondary education in Russia is compulsory since September 1, 2007. Until 2007, it was limited to nine years with grades 10-11 optional; federal subjects of Russia could enforce higher compulsory standard through local legislation within the eleven–year federal programme. Moscow enacted compulsory eleven–year education in 2005, similar legislation existed in Altai Krai, Sakha and Tyumen Oblast. A student of 15 to 18 years of age may drop out of school with approval of his/her parent and local authorities, and without their consent upon reaching age of 18. Expulsion from school for multiple violations disrupting school life is possible starting at the age of 15.
The eleven-year school term is split into elementary (years 1-4), middle (years 5-9) and senior (years 10-11) classes. Absolute majority of children attend full programme schools providing eleven-year education; schools limited to elementary or elementary and middle classes typically exist in rural areas. Of 59,260 schools in Russia, 36,248 provide full eleven-year programme, 10,833 - nine-year "basic" (elementary and middle) programme, and 10,198 - elementary education only. Their number is disproportionately large compared to their share of students due to lesser class sizes in rural schools. In areas where school capacity is insufficient to teach all students on a normal, morning to afternoon, schedule, authorities resort to double shift schools, where two streams of students (morning shift and evening shift) share the same facility. There were 13,100 double shift and 75 triple shift schools in 2007-2008, compared to 19,201 and 235 in 2000-2001.
Children are accepted to first year at the age of 6 or 7, depending on individual development of each child. Until 1990, starting age was set at seven years and schooling lasted ten years for students who were planning to proceed to higher education in Universities. Students who were planning to proceed to technical schools were doing so, as a rule, after the 8th year. The switch from ten to eleven-year term was motivated by continuously increasing load in middle and senior years. In the 1960s, it resulted in a "conversion" of the fourth year from elementary to middle school. Decrease in elementary schooling led to greater disparity between children entering middle school; to compensate for the "missing" fourth year, elementary schooling was extended with a "zero year" for six-year-olds. This move remains a subject of controversy.
Children of elementary classes are normally separated from other classes within their own floor of a school building. They are taught, ideally, by a single teacher through all four elementary years (except for physical training and, if available, foreign languages); 98.5% of elementary school teachers are women. Their number decreased from 349,000 in 1999 to 317,000 in 2005. Starting from the fifth year, each academic subject is taught by a dedicated subject teacher (80.4% women in 2004, an increase from 75.4% in 1991). Pupil-to-teacher ratio (11:1) is on par with developed European countries. Teachers' average monthly salaries in 2008 range from 6,200 roubles (96 US dollars) in Mordovia to 21,000 roubles (326 US dollars) in Moscow.
The school year extends from September 1 to end of May and is divided into four terms. Study programme in schools is fixed; unlike in some Western countries, schoolchildren or their parents have no choice of study subjects. Class load per student (638 hours a year for nine-year-olds, 893 for thirteen-year-olds) is lower than in Chile, Peru or Thailand, and slightly lower that in most states of the United States, although official hours are frequently appended with additional classwork. Students are graded on a 5-step scale, ranging in practice from 2 ("unacceptable") to 5 ("excellent"); 1 is a rarely used sign of extreme failure. Teachers regularly subdivide these grades (i.e. 4+, 5-) in daily use, but term and year results are graded strictly 2, 3, 4 or 5
Upon completion of a nine-year program the student has a choice of either completing the remaining two years at normal school, or of a transfer to a specialized professional training school. Historically, those were divided into low-prestige PTUs and better-regarded technicums and medical (nurse level) schools; in the 2000s, many such institutions, if operational, have been renamed as colleges. They provide students with a vocational skill qualification and a high school certificate equivalent to 11-year education in a normal school; the programme, due to its work training component, extends over 3 years. In 2007–08 there were 2,800 such institutions with 2,280,000 students. Russian vocational schools, like the Tech Prep schools in the USA, fall out of ISCED classification, thus the enrollment number reported by UNESCO is lower, 1.41 million; the difference is attributed to senior classes of technicums that exceed secondary education standard.
All certificates of secondary education (Maturity Certificate, Russian: аттестат зрелости), regardless of issuing institution, conform to the same national standard and are considered, at least in law, to be fully equivalent. The state prescribes minimum (and nearly exhaustive) set of study subjects that must appear in each certificate. In practice, extension of study terms to three years slightly disadvantages vocational schools' male students who intend to continue: they reach conscription age before graduation or immediately after it, and normally must serve in the army before applying to undergraduate-level institutions.
Although all male pupils are eligible to postpone their conscription to receive higher education, they must be at least signed-up for the admission tests into the university the moment they get the conscription notice from the army. Most of military commissariats officials are fairly considerate towards the potential recruits on that matter and usually allow graduates enough time to choose the university and sign-up for admission or enroll there on paid basis despite the fact that the spring recruiting period is not yet ended by the time most schools graduate their students. All those people may legally be commanded to present themselves to the recruitment centers the next day after the graduation.
Males of conscription age that chose not to continue their education at any stage usually get notice from the army within half a year after their education ends, because of the periodic nature of recruitment periods in Russian army.
Traditionally, the universities and institutes conducted their own admissions tests regardless of the applicants' school record. There were no uniform measure of graduates' abilities; marks issued by high schools were perceived as incompatible due to grading variances between schools and regions. In 2003 the Ministry of Education launched the Unified state examination (USE) programme. The set of standardised tests for high school graduates, issued uniformly throughout the country and rated independent of the student's schoolmasters, akin to North American SAT, was supposed to replace entrance exams to state universities. Thus, the reformers reasoned, the USE will empower talented graduates from remote locations to compete for admissions at the universities of their choice, at the same time eliminating admission-related bribery, then estimated at 1 billion US dollars annually. In 2003, 858 university and college workers were indicted for bribery, admission "fee" in MGIMO allegedly reached 30,000 US dollars.
University heads, notably Moscow State University rector Viktor Sadovnichiy, resisted the novelty, arguing that their schools cannot survive without charging the applicants with their own entrance hurdles. Nevertheless, the legislators enacted USE in February 2007. In 2008 it was mandatory for the students and optional for the universities; it is fully mandatory since 2009. A few higher education establishments are still allowed to introduce their own entrance tests in addition to USE scoring; such tests must be publicized in advance.
Awarding USE grades involves two stages. In this system, a "primary grade" is the sum of points for completed tasks, with each of the tasks having a maximum number of points allocated to it. The maximum total primary grade varies by subject, so that one might obtain, for instance, a primary grade of 23 out of 37 in mathematics and a primary grade of 43 out of 80 in French. The primary grades are then converted into final or "test grades" by means of a sophisticated statistical calculation, which takes into account the distribution of primary grades among the examinees. This system has been criticized for its lack of transparency.
The first nationwide USE session covering all regions of Russia was held in the summer of 2008. 25.3% students failed literature test, 23.5% failed mathematics; the highest grades were recorded in French, English and social studies. Twenty thousand students filed objections against their grades; one third of objections were settled in the student's favor.
Children with physical disabilities, depending on the nature, extent of disability and availability of local specialised institutions, attend either such institutions or special classes within regular schools. As of 2007, there were 80 schools for the blind and the children with poor eyesight; their school term is extended to 12 years and classes are limited to 9-12 pupils per teacher. Education for the deaf is provided by 99 specialized kindergartens and 207 secondary boarding schools; children who were born deaf are admitted to specialized kindergartens as early as possible, ideally from 18 months of age; they are schooled separately from children who lost hearing after acquiring basic speech skills. Vocational schools for the working deaf people who have not completed secondary education exist in five cities only. Another wide network of specializes institutions takes care of children with mobility disorders. 60-70% of all children with cerebral palsy are schooled through this channel. Children are admitted to specialises kindergartens at three or four years of age and are streamed into narrow specialty groups; the specialisation continues throughout their school term that may extend to thirteen years. The system, however, is not ready to accept children who also display evident developmental disability; they have no other option than home schooling. All graduates of physical disability schools are entitled to the same level of secondary education certificates as normal graduates.
There are 42 specialised vocational training (non-degree) colleges for disabled people; most notable are the School of Music for the Blind in Kursk and Medical School for the Blind in Kislovodsk. Fully segregated undergraduate education is provided by two colleges: the Institute of Arts for the Disabled (enrollment of 158 students in 2007) and the Social Humanitarian Institute (enrollment of 250 students), both in Moscow. Other institutions provide semi-segregated training (specialized groups within normal college environment) or declare full disability access of their regular classes. Bauman Moscow State Technical University and Chelyabinsk State University have the highest number of disabled students (170 each, 2007). Bauman University focuses on education for the deaf; Herzen Pedagogical Institute enroll different groups of physical disability. However, independent studies assert that the universities fail to integrate people with disabilities into their academic and social life.
An estimated 20% of children leaving kindergarten fail to adjust to elementary school requirements and are in need of special schooling. Children with delayed development who may return to normal schools and study along with normal children are trained at compensatory classes within regular schools. The system is intended to prepare these children for normal school at the earliest possible age, closing (compensating) the gap between them and normal students. It is a relatively new development that began in the 1970s and gained national approval in the 1990s.
Persistent but mild mental disabilities that preclude co-education with normal children in the foreseeable future but do not qualify as moderate, heavy, or severe retardation require specialized correction (Russian: коррекционные) boarding schools that extend from 8–9 to 18–21 years of age. Their task is to adapt the person to living in a modern society, rather than to subsequent education.
Children with stronger forms of intellectual disability are, as of 2008, mostly excluded from the education system. Some are trained within severe disability groups of the correction boarding schools and orphanages, others are aided only through counseling.
As of the 2007–2008 academic year, Russia had 8.1 million students enrolled in all forms of tertiary education (including military and police institutions and postgraduate studies). Foreign students accounted for 5.2% of enrollment, half of whom were from other CIS countries. 6.2 million students were enrolled in 658 state-owned and 450 private civilian university-level institutions licensed by the Ministry of Education; total faculty reached 625 thousands in 2005.
The number of state-owned institutions was rising steadily from 514 in 1990 to 655 in 2002 and remains nearly constant since 2002. The number of private institutions, first reported as 193 in 1995, continues to rise. The trend for consolidation began in 2006 when state universities and colleges of Rostov-on-Don, Taganrog and other southern towns were merged into Southern Federal University, based in Rostov-on-Don; a similar conglomerate was formed in Krasnoyarsk as Siberian Federal University; the third one emerged in Vladivostok as Far Eastern Federal University. Moscow State University and Saint Petersburg State University acquired the federal university status in 2007 without further organisational changes.
Andrei Fursenko, Minister of Education, is campaigning for a reduction in number of institutions to weed out diploma mills and substandard colleges; in April 2008 his stance was approved by president Dmitry Medvedev: "This amount, around a thousand universities and two thousands spinoffs, does not exist anywhere else in the world; it may be over the top even for China ... consequences are clear: devaluation of education standard". Even supporters of the reduction like Yevgeny Yasin admit that the move will strengthen consolidation of academia in Moscow, Saint Petersburg and Novosibirsk and devastate the provinces, leaving the federal subjects of Russia without colleges for training local school teachers. For a comparison, the United States has a total of 4,495 Title IV-eligible, degree-granting institutions: 2,774 BA/BSc degree institutions and 1,721 AA/ASc degree institutions.
Financial and visa difficulties have historically made it difficult to obtain higher education abroad for young adults in the post-Soviet era.
Unlike the United States or Bologna process model, Russian higher education was traditionally not divided into undergraduate (bachelor's) and graduate (master's) levels. Instead, tertiary education was undertaken in a single stage, typically five or six years in duration, which resulted in a specialist diploma. Specialist diplomas were perceived equal to Western MSc/MA qualification. A specialist graduate needed no further academic qualification to pursue a professional career, with the exception of some (but not all) branches of medical professions that required a post-graduate residency stage. Military college education lasted four years and was ranked as equivalent to specialist degree.
Historically, civilian tertiary education was divided between a minority of traditional wide curriculum universities and a larger number of narrow specialisation institutes (including art schools). Many of these institutes, such as the Moscow Engineering Physics Institute, and the Gerasimov Institute of Cinematography, are concentrated primarily in Moscow and Saint Petersburg. Institutes whose graduates are in wide demand throughout Russia, such as medical and teachers' institutes, are spread more evenly across the country. Institutes in geographically specific fields will tend to be situated in areas serving their specialties. Mining and metallurgy institutes are located in ore-rich territories, and maritime and fishing institutes are located in seaport communities.
Medical education originally developed within universities, but was separated from them in 1918 and remains separate as of 2008. Legal education in Russia exists both within universities and as standalone law institutes such as the Academic Law University (Russian: Академический правовой университет, АПУ) founded under the auspices of the Institute of State and Law. In the 1990s many technical institutes and new private schools created their own departments of law; as of 2008, law departments trained around 750 thousands students.
In the 1990s the institutes typically renamed themselves universities, while retaining their historical narrow specialisation. More recently, a number of these new private 'universities' have been renamed back to 'institutes' to reflect their narrower specialization. hilo, the Academic Law University has recently (2010) been renamed to the Academic Law Institute.
In these institutes, the student's specialisation within a chosen department was fixed upon admission, and moving between different streams within the same department was difficult. Study programmes were (and still are) rigidly fixed for the whole term of study; the students have little choice in planning their academic progress. Mobility between institutions with compatible study programmes was allowed infrequently, usually due to family relocation from town to town.
Russia is in the process of migrating from its traditional tertiary education model, incompatible with existing Western academic degrees, to a degree structure in line with the Bologna Process model. (Russia co-signed the Bologna Declaration in 2003.) In October 2007 Russia enacted a law that replaces the traditional five-year model of education with a two-tiered approach: a four-year bachelor (Russian: бакалавр) degree followed by a two-year master's (Russian: магистр, magistr) degree.
The move has been criticised for its merely formal approach: instead of reshaping their curriculum, universities would simply insert a BSc/BA accreditation in the middle of their standard five or six-year programmes. The job market is generally unaware of the change and critics predict that stand-alone BSc/BA diplomas will not be recognised as "real" university education in the foreseeable future, rendering the degree unnecessary and undesirable without further specialisation. Institutions like MFTI or MIFI have practiced a two-tier breakdown of their specialist programmes for decades and switched to Bologna process designations well in advance of the 2007 law, but an absolute majority of their students complete all six years of MSc/MA curriculum, regarding BSc/BA stage as useless in real life.
Student mobility among universities has been traditionally discouraged and thus kept at very low level; there are no signs that formal acceptance of the Bologna Process will help students seeking better education. Finally, while the five-year specialist training was previously free to all students, the new MSc/MA stage is not. The shift forces students to pay for what was free to the previous class; the cost is unavoidable because the BSc/BA degree alone is considered useless. Defenders of the Bologna Process argue that the final years of the specialist programme were formal and useless: academic schedules were relaxed and undemanding, allowing students to work elsewhere. Cutting the five-year specialist programme to a four-year BSc/BA will not decrease the actual academic content of most of these programmes.
Postgraduate diploma structure so far retains its unique Soviet pattern established in 1934. The system makes a distinction between scientific degrees, evidencing personal postgraduate achievement in scientific research, and related but separate academic titles, evidencing personal achievement in university-level education.
There are two successive postgraduate degrees: kandidat nauk (Candidate of science) and doktor nauk (Doctor of science). Both are a certificate of scientific, rather than academic, achievement, and must be backed up by original/novel scientific work, evidenced by publications in peer-reviewed journals and a dissertation defended in front of senior academic board. The titles are issued by Higher Attestation Commission of the Ministry of Education. A degree is always awarded in one of 23 predetermined fields of science, even if the underlying achievement belongs to different fields. Thus it is possible to defend two degrees of kandidat independently, but not simultaneously; a doktor in one field may also be a kandidat in a different field.
Kandidat nauk can be achieved within university environment (when the university is engaged in active research in the chosen field), specialised research facilities or within research and development units in industry. Typical kandidat nauk path from admission to diploma takes 2–4 years. The dissertation paper should contain a solution of an existing scientific problem, or a practical proposal with significant economical or military potential. The title is often perceived as equivalent to Western Ph.D., although this may vary depending on the field of study, and may not be seen as such outside of Russia but as a more significant degree.
Doktor nauk, the next stage, implies achieving significant scientific output. This title is often equated to the German or Scandinavian habilitation. The dissertation paper should summarize the author's research resulting in theoretical statements that are qualified as a new discovery, or solution of an existing problem, or a practical proposal with significant economical or military potential. The road from kandidat to doktor typically takes 10 years of dedicated research activity; one in four candidates reaches this stage. The system implies that the applicants must work in their research field full-time; however, the degrees in social sciences are routinely awarded to active politicians.
Academic titles of dotsent and professor are issued to active university staff who already achieved degrees of kandidat or doktor; the rules prescribe minimum residency term, authoring established study textbooks in their chosen field, and mentoring successful postgraduate trainees; special, less formal rules apply to professors of arts.
Military postgraduate education radically falls out of the standard scheme. It is provided by the military academies; unlike their Western namesakes, they are postgraduate institutions. Passing the course of an academy does not result in an explicitly named degree (although may be accompanied by a research for kandidat nauk degree) and enables the graduate to proceed to a certain level of command (equivalent of battalion commander and above).
The Russian Federation uses a five-point academic grading system, where:
This system, with minor changes, has been in use in Russian schools since 1837. Between 1917 and 1935, the Communist government had tried to implement a radically new evaluation system with no grades at all, but it never fully took root.
Qualifiers + and – are often used to add some degree of differentiation between the grades, e.g. 4+ is better than 4 but not as good as 5–. Grading varies greatly from school to school, university to university and even teacher to teacher, and tends to be entirely subjective even for courses that lend themselves to objective marking such as mathematics and applied sciences. Even though the grades technically range from "1" to "5", "1" is not very common and is rarely given for academic reasons—in many cases a "1" is given as a result of failure to show up for an exam or to answer any questions. A "2" grade usually means that the student showed little or no knowledge in a subject.
In higher education, most subjects are graded ‘Pass/No pass’ ('Credit/No Credit') (зачёт/незачёт, pronounced "zachòt/nyezachòt"), and the rest are graded on the five-point scale. The 'Pass/No Pass' grades have no official numeric representation. When "zachòt"-type subjects are graded ‘Pass/No pass’ (sometimes translated as ‘Credit/No credit’), this simply represents a student's good/poor knowledge of a subject. "Zachòt"-type subjects are also called "non-exams" due to lack of numerical representations. Each university applies its own standards of the level of knowledge required to pass each course. Students in Russia typically must pass all courses taken in order to graduate.
The various possible interpretations of the notation "zachòt" (usually translated "credit" or "pass"), can create problems for Russian students applying to Western universities. Such notations, especially when people consider "zachòt"-type credit as a C, may confuse Western universities in their attempts at accurate conversion to a Western-system GPA.Bestuzhev Courses
The Bestuzhev Courses (Бестужевские курсы) in St. Petersburg were the largest and most prominent women's higher education institution in Imperial Russia.The institute opened its doors in 1878. It was named after Konstantin Bestuzhev-Ryumin, the first director. Other professors included Baudouin de Courtenay, Alexander Borodin, Faddei Zielinski, Dmitry Mendeleyev, Ivan Sechenov, and Sergey Platonov. An assistant professor there was Vera Bogdanovskaya, the first female chemist to die as a result of her own research. Nadezhda Krupskaya and Maria Piłsudska were among the graduates. The courses occupied a purpose-built edifice on Vasilievsky Island.
After the Russian Revolution they were reorganized as the Third University of Petrograd, which was merged into the Petrograd University in September 1919.Burkina Faso–Russia relations
Burkina Faso–Russia relations (Russian: Российско-буркинийские отношения) are the bilateral relations between the two countries, Burkina Faso and Russia. Diplomatic relations between Burkina Faso and the Soviet Union were established for the first time on February 18, 1967. After the breakup of the Soviet Union, Burkina Faso recognized Russia as the USSR's successor. However financial reasons has shut the embassies between the two nations. In 1992, the embassy of the Russian Federation in Ouagadougou was closed, and in 1996, the embassy of Burkina Faso in Moscow was closed. Burkina Faso has since re-opened its embassy in Moscow. Russia is accredited to Burkina Faso from its embassy in Abidjan (Côte d'Ivoire).
In 2000, between Russia and Burkina Faso signed an intergovernmental agreement on visa-free travel for diplomatic and service passports. Trade and economic relations are limited to occasional business contacts between business structures. The turnover in 2008 amounted to 3.2 million dollars (mostly Russian exports). Higher education in Russia received about 3,500 students from Burkina Faso. In the 2008/2009 academic year, Burkina Faso has been allocated two scholarships for education in Russian universities at the expense of the federal budget, but which were not used.
On July 26, 2007, Burkina Faso's ambassador to Moscow, Xavier Niodogo, handed a copy of credentials to the Deputy Minister of Foreign Affairs of the Russian Federation, Alexander V. During the meeting discussed a number of international, including African problems, as well as the development of the bilateral relations between the two nations. Niodogo praised the approach of Russia to assist African countries, especially in alleviating their debt burden, tackling the problems of socio-economic development of our country's role in resolving conflicts on the African continent.Candidate of Sciences
Kandidat nauk (Russian: Кандидат наук, literally "Candidate of Sciences") is the first of two doctoral level scientific degrees in some former Soviet countries. It is formally classified as UNESCO ISCED level 8, 'doctoral or equivalent', and is thus officially translated into English and other languages as Doctor of Philosophy (i.e. PhD) and recognised as such.As in Germany, former Soviet countries have an additional doctoral degree, Doktor nauk (Доктор наук, literally "Doctor of Sciences"), which by official agreement is equivalent to habilitation and typically requires 10 years of original research after Kandidat nauk is attained.Doktor nauk
Doktor nauk (Russian: доктор наук, IPA: [ˈdoktər nɐˈuk], abbreviated д-р наук or д. н.; Ukrainian: доктор наук; Bulgarian: доктор на науките; Belarusian: доктар навук; lit. "Doctor of Sciences") is a higher doctoral degree which may be earned after the Candidate of Sciences (the latter is informally regarded in Russia and many other post-Soviet states as equivalent to the PhD obtained in countries in which the PhD is not the highest academic degree).Higher Attestation Commission
Higher Attestation Commission (Russian: Высшая аттестационная комиссия, Ukrainian: Вища атестаційна комісія, abbreviated Cyrillic: ВАК, Latin: VAK) is a name of a national government agency in Russia, Ukraine and some other post-Soviet states that oversees awarding of advanced academic degrees. Due to translation differences, these committees are sometimes translated as the "State Supreme Certification Commission" or other similar variation; the common Cyrillic-based acronym of VAK remains a constant with all versions.
A commission of a similar kind (Bulgarian: Висша атестационна комисия) operated in Bulgaria until 2010, when it was abolished as part of a reorganisation of academic structures.On December 9, 2010, the Higher Education Commission of Ukraine was merged into the Ministry of Education and Science of Ukraine.Japanese language education in Russia
Japanese language education in Russia formally dates back to December 1701 or January 1702, when Dembei, a shipwrecked Japanese merchant, was taken to Moscow and ordered to begin teaching the language as soon as possible. A 2006 survey by the Japan Foundation found 451 teachers teaching the language to 9,644 students at 143 institutions; the number of students had grown by 4.8% since the previous year. Aside from one Japanese-medium school serving Japanese people in Russia (the Japanese School in Moscow, founded in 1965), virtually all Japanese language education in Russia throughout history has been aimed at non-native speakers.Knowledge Day
Knowledge Day (Russian: День Знаний), often simply called 1 September, is the day when the school year traditionally starts in Russia and many other former Soviet republics as well as other countries in the former Eastern Bloc (excluding Romania which falls on September 11 and the former East Germany varies in a coordinated fashion.)List of institutions of higher education in Russia
The following is a list of universities and other higher educational institutions in Russia, based primarily on the National Information Centre on Academic Recognition and Mobility webpage of the Ministry of Education and Science of the Russian Federation.The list is arranged in alphabetical order. However, some established names in the Russian language differ from the translations offered below. Occasionally, the names of cities in English are also mentioned alphabetically, although they might not be a part of the actual title.Mikhail Shchepkin Higher Theatre School
The Mikhail Semyonovich Shchepkin Higher Theatre School (Institute) is a drama school associated with the State Academic Maly Theatre in Moscow. It was established in 1809 by Alexander I of Russia's decree.Ministry of Education and Science (Russia)
Ministry of Education and Science of the Russian Federation (Russian: Министерство образования и науки Российской Федерации or Minobrnauki of Russia) existed from March 2004 till May 2018. It oversaw scientific institutions, education and school accreditation in the Russian Federation. The agency had its headquarters in Tverskoy District, Central Administrative Okrug, Moscow.The ministry managed Institutes of Higher Education of Russia, the State educational establishment ("training center of training leaders"), Center of the testing, National Information Center on Academic Recognition and Mobility.
The last Minister was Olga Vasilyeva.
In May 2018 it was decided to split this Ministry into the Ministry of Education and the Ministry of Science and Higher Education.Ministry of Science and Higher Education (Russia)
The Ministry of Science and Higher Education of the Russian Federation (Russian: Министерство науки и высшего образования Российской Федерации) is a ministry established in May 2018 as a result of splitting the Ministry of Education and Science, existed from March 2004, into the two agencies. The second simultaneously emerged agency is the Ministry of Education sometimes called "of General Education" or "of Enlightenment". The Ministry of Science and Higher Education is responsible for a state control over the scientific institutions and the university-level education in the Russian Federation. Particularly, all institutes of the Russian Academy of Sciences are now under jurisdiction of this Ministry. It is headquartered in Moscow. Mikhail Kotyukov is appointed to serve as a Minister.Outline of Russia
The following outline is provided as an overview of and topical guide to Russia.
The Russian Federation, commonly known as Russia, is the most extensive country in the world, covering 17,075,400 square kilometres (6,592,800 sq mi), more than an eighth of the Earth’s land area. Russia is a transcontinental country extending across the whole of northern Asia and 40% of Europe; it spans 11 time zones and incorporates a great range of environments and landforms. With 143 million people, Russia is the ninth most populated country. Russia has the world's largest mineral and energy resources, has the world's largest forest reserves, and its lakes contain approximately one-quarter of the Earth's fresh liquid water.Page Corps
The Page Corps (Russian: Пажеский корпус; French: Corps des Pages) was a military academy in Imperial Russia, which prepared sons of the nobility and of senior officers for military service. Similarly, the Imperial School of Jurisprudence prepared boys for civil service. Although not established until 1943, the modern equivalent of the Page Corps and other Imperial military academies can be said to be the Suvorov Military Schools.Russian Red Cross Society
The Russian Red Cross Society (Russian: Росси́йский Кра́сный Крест, tr. Rossiiskii Krasnii Krest, IPA: [rɐˈsʲijskij 'krɐsnij 'kryest]) is a volunteer-led, humanitarian organization that provides emergency assistance, disaster relief and education in Russia. It is the designated national affiliate of the International Federation of Red Cross and Red Crescent Societies.
It is now particularly concerned with problems relating to undocumented migrants, and, with the help of the international federation, provides food parcels and support to people who are detained.It was established by the order of Tsar Alexander II. Grand Duchess, Elizaveta Fedorovna was responsible for the organisation in Moscow. There were 109 Red Cross schools of nursing in Russia in 1914. 25000 Sisters of Mercy were trained between 1914 and 1916. The society ran short courses for nurses and sanitary workers in Moscow in 1919 and provided support for mentally ill soldiers.Tatiana Day
Tatiana Day (Russian: Татьянин день, Tatyanin den') is a Russian religious holiday observed on 25 January according to the Gregorian calendar, January 12 according to the Julian. It is named after Saint Tatiana, a Christian martyr in 3rd-century Rome during the reign of Emperor Alexander Severus.In 1755, on the name day of Ivan Shuvalov's mother Tatiana Rodionovna, his mistress Empress Elizabeth of Russia endorsed his petition to establish a university in Moscow. Shuvalov was Minister of Education. The church of Saint Tatiana was later built in the university campus. A traditional service is conducted at the University's church on 25 January, followed by speeches and the awarding of prizes.
The Russian Orthodox Church declared Saint Tatiana the patron saint of students, and Tatiana Day has come to be celebrated as Russian Students Day. The observance has a long tradition of festive activities. In 1885, Chekhov wrote, "This year everything was drunk, except the water from the Moscow river, and only because it was frozen". Parties begin with a traditional honey-based mead. Although originating in Moscow, St. Tatiana's Day celebrations have spread to most university towns.
Coincidentally 25 January is also the end of the first term of the traditional academic year for Russian students – the end of winter exams session, followed by a two-week winter holiday.Tekhnikum
Tekhnikum (Russian: Техникум) is a type of vocational school in the Russian Empire, the Soviet Union, as well as in modern Russia and some other post-Soviet states.
The term was borrowed from 19th century German education, where these kinds of school were called Technicum. In modern Russia many Tekhnikums were renamed into "Technical College","Technological College", "Technical Liceum", etc.The State University of Management
State University of Management is a university in Moscow. It was founded in 1919 and is considered to be one of the best Business Schools in the area of the CIS. Nowadays it's also the one of the centers of business education in Russia. Rector - Ivan Vasil'evich Lobanov. There are more than 250 professors and 12 academics and members of the Russian Academy of Sciences working at the university.
Structure of the university:
Institute of Management in the industry, energy and construction
Institute of Transport Management, in the tourism industry and international business
Institute of Public Administration and Law
Institute of Information Systems Management
Institute of Economic Management Innovation
Institute of financial management and tax administration
Institute of Management and Entrepreneurship in the social sphere
Institute of Marketing
Institute of Open Education
Institute of Continuing Education employees in the public sector and business
Faculty Master training
Institute training of the teaching and research staff
Branch of the State University of Management in Obninsk .
Center of retraining and advanced training of the teaching staff SUM
Graduate School of BusinessIt is supposed to be the founder of management education in Russia.Unified State Exam
The Unified State Exam (Russian: Единый государственный экзамен, ЕГЭ, Yediniy gosudarstvenniy ekzamen, EGE) is an exam in the Russian Federation. It is in fact a series of exams every student must pass after graduation from school to enter a university or a professional college. Since 2009, the USE is the only form of graduation examinations in schools and the main form of preliminary examinations in universities. A student can take a USE in the Russian language, mathematics, foreign languages (English, German, French, Spanish), physics, chemistry, biology, geography, literature, history, basics of social sciences and computing science. The USE in the Russian language and mathematics are obligatory; that means that every student needs to get the necessary results in these subjects to enter any Russian university or get a high school diploma.
|Language||Number of schools with instruction in language||The number of schools teaching the language as a subject of||Population|
|1995/96||1997/98||2000/01||2001/02||2002/03||2013/14||1995/96||1997/98||2000/01||2001/02||2002 / 03||2002 (census)|
|Armenian||2||6||7||3||7||34||17||19||16||1 130 491|
|States with limited|
Education in Asia