| Summary: | The author examines the main stages of the process of modernization of higher education in Russia over the past two decades, including its involvement in the Bologna process. The author has identified the principal purpose and objectives of the reforms; he makes his conclusions concerning the divergence between the goal and the results of modernization and responds to the question about the reasons for the discrepancy.
Initially, the main goal of modernization was to improve the competitive strengths of Russian universities in the global market of educational services. The objective was to make education more affordable and to improve its quality and effectiveness. However, in spite of the reforms, local universities are not yet able to compete with the best schools of America, Europe and Asia. The reason for this failure consists in the lack of coordination between various actions that constitute modernization and the divergence of viewpoints about the reforms. The reform of higher education in Russia has not raised any significant social unrest; however, it has encountered a number of problems, including the "blind" resistance of the teaching staff. Many reformers, especially those who are immediately involved in the process, view the ongoing modernization unfavourably. They are opposed to the transition to the new model of education; they say that Russia is unprepared for this innovation and the reform. They believe that Russia is joining the Bologna process, at least, ten years before the time when it could make a difference here. The main negative outcome of the Bologna concept is that the basic principle of the system of higher education - the fundamental knowledge - may be lost.
Meanwhile, Russian higher education needs reforms. Globalization has intensified competition in the market of educational services. In this connection, the international educational community is searching for a more effective educational policy and a transition to flexible high-tech knowledge delivery systems. The Bologna process is designated to attain these objectives. Any failure to upgrade the system of higher education means its further isolation and a smaller share of the global educational market. Globalization and free assimilation of the above principles by the domestic market would be disastrous for the system of education and the country as a whole.
The author agrees with the representatives of the teaching community that the above process is nothing more than survival and adaptation to the ongoing changes in the social and political reality. However there is an obvious inconsistency in the implementation of the planned actions. The reform was developed by a narrow range of officials and it was not accompanied by any extensive public discussions or thorough scientific examinations. Lack of any constructive dialogue between the government and the teaching community and a blind imitation of the Western educational pattern accompanied by underfunding make this reform inefficient, give rise to multiple problems and make the goal of the reform unattainable.
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