Russian system of higher education in view of the Bologna process, The

International Journal of Electrical Engineering Education, Apr 2007 by Chuchalin, A, Boev, O, Kriushova, A

Abstract The paper illustrates the system of higher education of the Russian Federation in view of implementation of the key aspects of the Bologna process. The problems existing in Russian higher education and the process of developing and modernising the system of higher education over the past fifteen years are highlighted. Some recent legislative initiatives aimed at reforming the national system of higher education in accordance with the main principles of the Bologna process are presented. The issues of quality assurance, in particular, differences between state and professional accreditation are discussed. The role of the Russian Association for Engineering Education in development of the national system for professional accreditation in engineering education as well as its contribution to setting up a pan-European system for quality assurance in engineering education being created within EHEA are described.

Keywords accreditation; Bologna process; engineering education; European Higher Education Area (EHEA); quality assurance; recognition; Russian Association for Engineering Education (RAEE)

Though recognised for its rich traditions, Russian higher education had long remained in isolation from the world community, being under the restraints of a closed planned economy. The government that ensured a system of 'state orders' (goszakaz) introduced a range of programmes for training specialists and provided for uniform curricula in higher education institutions. The transition to the market economy and integration of the Russian Federation into the world economy forced a revision in approaches to the area of higher education.

Russian higher education embarked on a range of modernising processes such as the introduction of a multi-level educational system, competition with other Russian and foreign educational establishments, increased independence of students and the development of new educational technologies. In addition, Russian universities had to ensure a flexible response of academic programmes to market demands and needs.

Before joining the Bologna process

The vital reforms in higher education had begun long before Russia joined the Bologna process at the Ministerial meeting in Berlin in September, 2003.

State Educational Standards

In the mid-1990s, the Ministry of Education introduced the State Educational Standards for Higher Professional Education (SES, first and second versions, dating from 1994 and 2000 respectively)1,2 that set minimum requirements for the programme content and quality; the time allocated for mastering the programme and basic specialists' qualifications. Though the education system in Russia remained centralized through the governmental control over the structure and content of programs, the HEI were granted academic freedom in programme design. The current Standards define about 60-70% of programme content and have federal, national and regional (HEI) components.

The lack of freedom in programme design and choice of electives for students, strict sequence of disciplines in the curricula and 'synchronous' organisation of the learning process, insufficient time allocated for students' independent work and self-study, and weak control over assessment of achievement of learning outcomes are all among the weaknesses of the current SES that need to be eliminated.

Two-tier system

In parallel with the first version of the State Educational Standards a new Classifier (List) of educational specialisations was approved. The Classifier reflected the transition to the multi-level educational system that was initiated by the Decree of the Committee for Higher Education of the Ministry of Science, On the introduction of a multi-level structure for higher education in the Russian Federation adopted on 13 March 1992.3 In accordance with the Decree, 4-year Bachelors programmes were introduced as first cycle degree (FCD) programmes. Upon completion of FCD programmes, graduates had a choice either to enter the labour market or to continue their studies to obtain the second cycle degree (SCD). The SCD was awarded to the graduates who had completed the 5-year Diploma Specialist (one more year of studies after obtaining the FCD) or 2-year Masters programmes. Thus, the multi-level system added the new types of educational programmes to the Russian system of higher professional education: the traditional 5-year Diploma Specialist programmes coexisted with newly introduced Bachelors and Masters programmes.

Though introduced in the mid-1990s in many Russian HEIs, Bachelors programmes are still viewed as the intermediate level of specialists' training: upon completion of a Bachelors programme up to 80-90 %[dagger] of students continue their studies and enter a SCD, mainly Specialist Diploma programmes. The graduates of Bachelors programmes are willingly accepted by the employers in such areas as management, economics, law and arts. In engineering education holders of the Bachelors Degree are usually neglected by industry. The main reason is that Bachelors programmes are theoretically orientated and lack practical training (compared with the Specialist Diploma programmes).