| Summary: | The data of polls on ongoing reforms in education is carefully analyzed. It is shown that the number of the experts who are positively perceiving reforms, steadily decreases on the “top managers – teachers” axis. About a half of university professors and school teachers belong to transformations watchfully and consider them mostly premature. However, the available data of monitoring “Reforms in Russian Education”, conducted by the Federal Research Sociological Center under the leadership of Dr. Frantz Sheregi in 2009 and 2012 (total sample N = 5530) testify that not all planned actions manage to be realized up to the end. The reasons of failures in many respects are explained by lack of interest in modernization of education from various public forces, misunderstanding or ignorance from their party of expected advantages and benefits which will bring, at their appropriate execution, reforms. As a result — the regional authorities do not provide sufficient support of transformations. The exception is made only by “the highest commanders” and heads who owing to the situation are rather well motivated on reforms.The conclusion is that low productivity of held events is explained by, at least, two essential factors is drawn. First, this absence or a wrong social and economic assessment of efficiency of education in the relations with a labor market. The education system remains true only to itself and doesn't want to be guided by other players. Secondly, it is a lack of personal interest of ordinary actors of reforms — teachers, tutors, chiefs of the bottom and average level.
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