Content

Introduction......................................................................................2
Intellectual exodus problem.............................................................2
Reasons and Consequences.............................................................3
Solutions..........................................................................................5
Conclusion.......................................................................................5

Introduction
The major problem in the Russian education system is the intellectual exodus or the outflow of skills
abroad, as well as the absence of a similar inflow from foreign countries. The solution to this problem, you must
look at the present level, namely, to consider and analyze the actions of young professionals.
There is currently a rapid outflow of young talents from the research sector and a gradual transition to
other areas of professional activity. Thus, only 2% of college graduates plan their work sphere innovative
entrepreneurship. Some are going to go to the civil service (27%), go into other businesses (52%) and the
remaining (31%) express a wish to leave to work abroad.
As many studies show, age level of Russian scientists and technology developers is rapidly rising. Now
the average age of Russian scientific institutions is 47.4 years, candidates of sciences 52 years, doctors - 60
years. At the same time there is the fall of interest in acting young scientists to the practical implementation of
their scientific ideas. Only 3% of Russian scientists and engineers under 30 years old apply for the scientific
and research grants, while in the US its up to 83%. Thus, today we are openly confronted with the problem of
"aging" of the scientific staff, which threatens the loss of continuity in domestic science.
The only way out of this situation - the inclusion of the Russian elite higher education into the
international educational system in order to expand the university autonomy and academic freedom.

Intellectual exodus problem

Scientific knowledge is the main driving force of economic growth in the XXI century, and energy for
its continuous development provides higher education, in particular its peak - the elite research universities. It
has always been that this provision works for developed countries, but in recent years a growing awareness that
it is valid for developing countries and for countries with average incomes. This was possible because of
economic globalization and fast-growing mobility of knowledge, technologies, students, scientists and highly
qualified professionals.
Intellectual exodus, as referred to in the past as a threat, turned to the rapid growth of successful cases of
brain circulation, enriching all included in this process. Students and researchers - using the newly acquired
knowledge, as well as communications and networking community, knowledge of the characteristics and
culture of the countries of origin to create new industries and contributes to the development of science.
For the country to play the game brain circulation, it is necessary to respond positively to the following
questions. Open whether the economy and society of this country? Will my state institutions - formal and
informal - with international standards? Does the country have high-quality universities and research
institutions are able to compete on the world stage and at the same time follow the general standards of
operations and the rules of the game?

Russia, as a country with an average income of the population, according to the assessment system adopted by
the world's GDP has much higher than required by international standards, scientific, technological and
university potential and traditions.

Reasons and Consequences

The problem before the start of the 1990s was to the country's isolation from the global scientific
community. For this reason, and also because of structural reasons, doctrinal and historical sector of science and
higher education have evolved in a different direction from world trends. Meanwhile, Russia, with its rich
scientific traditions and a long history in the state not only make a significant contribution to the world scientific
process, but also to obtain from him a lot more than others. Both are directly dependent on the successful
transformation of science and higher education in a competitive format with respect to its global partners and by
creating an atmosphere of openness in Russia to the outside world.
French, German and other European higher education system have increased the number of independent
research institutes, and thus reduced the isolation of teaching and research. At the same time, universities in the
United States have significantly improved the German model, combining classrooms with scientific
laboratories. Connecting teaching and research under one roof not only determines the accuracy and speed of
delivery of scientific knowledge. It defines the nature of the research approach to learning, promoting the search
for solutions to complex research problems and encouraging an analytical way of thinking.
While the majority of continental European systems of higher education remain under state control, and
retain a high degree of centralization and a rigid hierarchy. In the US system has evolved since the beginning of
the XIX century to a more open model: with multifocal areas of work and management departments, with the
competition within universities and between universities, large mobility of the teaching staff and the students
within and between universities. As a result, the American system of higher education has contributed to the
emergence of non-state non-profit institutions. This structure creates the necessary incentives and
encouragement to achieve the best academic results.
In Russia, since the opening of Peter the Great in 1724, the St. Petersburg Academy of Sciences and
Moscow State University in 1755, before the revolution, the universities developed in the framework of the
European model of universities with some more separation between teaching and research, than in Europe. This
division increased during the Soviet period, particularly in connection with the establishment and functioning of
the Soviet Academy of Sciences and the opening of many new universities.
In the USSR, research had a high status enjoyed generous funding priority, leading researchers and
developers of advanced technologies have the material and social privileges. The Soviet Union was among the
countries with the highest density of scientists and engineers per capita.

As a large part of these efforts were aimed at the realization of military objectives, and the other part
intended for industrialization and economic growth, emphasis is given to the natural sciences, mathematics and
engineering.
The result was the division of higher education in the Soviet Union a large number of narrow areas in
universities, especially in the leading universities, much narrower than in Western universities. This approach
greatly limited the number of academics with wide views that might be too independent and critical.
In the 1990s, due to a significant reduction in the budget for higher education, and because of the state
of chaos research institutions and universities are seriously affected by the decline in the quality of human
resources.
There was a mass exodus of scientists and graduate students from the country and within it. About 250
thousand people immigrated to Europe; most of them were experienced scientists with well-known names.
Many have gone from science into other spheres of activity.
Only after the 1998 financial crisis, the situation is improving: the budgets for higher education and
research have started to grow, the institutions began to implement new training programs, especially in the field
of social sciences and humanities, the volume of the intellectual exodus has decreased, while the number of
students in higher education has increased.
However, in the system of higher education in Russia is still almost nothing has been done in the area of
structural reform of research and management. According to outside observers, poor management and
ineffective incentive system in universities today are the biggest threat to the country's development in this area.
A few years ago, Russia together with other countries to join the EU Bologna process - a process aimed
at the structural transformation of the traditional continental model of higher education in the model closer to
the US.
It is a shift in the direction of the three-stage academic system - Bachelor, Master and Doctor of
standardization of academic requirements, the introduction of the system offsets the academic results of the
students and the high level of cooperation between the two countries. The latter provides for joint research
programs, the creation of a joint consortium for the doctoral broad and freer mobility of teachers and academic
appointment and promotion based on professional competition and objective indicator of professional
competence.
The new model is aimed at creating a common European higher education system with the aim "to relate
the activities of the best education systems around the world including the United States and Asia." Almost
every one of these items requires a huge effort on the part of the Russian authorities and will face fierce
resistance on the part of rectors and professors close to them. The Bologna process is, by definition, includes the
conditions of compulsory recognition of other countries foreign educational degrees, including doctorates,
publications in international journals, that is, the requirements are still not received Russian recognition.

Within the framework of the Bologna process, the basic education reform in Russia should be to
increase the autonomy and academic freedom of universities. It is expected that the majority of higher education
institutions must remain within the public sector.

Solutions
To ensure stable financial support from the state and at the same time, the academic independence of
universities. It may be advisable to create a single board of higher education, located between the government
and universities. Such financing system in conjunction with independent governing council of the university
functions effectively, for example, in the UK and Israel.
All these institutional changes must influence the process of globalization and the development of
reforms in the right direction. But this is only the necessary conditions for the work of universities and to meet
the need for close academic cooperation between Russian scientists and scholars around the world. In those
disciplines where Russian science is strong, such cooperation could take the form of mutual learning and
research visits, conferences, joint research projects and publications, exchange of alumni, joint conferences and
other events of this kind. Going this way, Russian scientists themselves will see and decide on the best ways of
learning and research, and will contribute based on their knowledge and experience. This will start the process
of convergence, efficient cooperation and mutual scientific and academic achievements. Many Russian
researches think that implementation of "tenure track" system which is widely spreading from United States and
Canada will improve quality of Russian education system.
What is done in this field is that from 1 January 2013, the Russian Federation enters into the first stage
of the state program "Development of Education" on 2013-2020.
In 2012, Russian President Vladimir Putin "increase volumes of financing of public research funds, on a
competitive basis leading universities." And issued a decree 599 "On measures to implement the state policy
in the field of education and science," with the tasks:
- "By 2020 at least five Russian universities should be in the list of first hundred leading universities according
to world ranking",
- "By 2016 increase the proportion of publications by Russian researchers in the total number of SCI
publications"
- -Teachers' salaries remain in 2020 up to 100% of the average;
- Salaries of the teaching staff will remain up to 200% in 2020 in proportion to the average for the economy;

Conclusion
We mentioned earlier about the wave of intellectual immigrants from Russia in the early years of
transition. They, like the thousands of students who went to study abroad, constitute a potential academic

diaspora, capable of providing significant scientific support provided that the institutional and physical
infrastructure is adequate and friendly. Currently in Russia there are only a few isolated islands, corresponding
to these conditions; in general, the medium is very aggressive, and the infrastructure for the most part is not yet
ready.
Given the high cost of the creation and maintenance of elite research universities and also their key role
in the internationalization of higher education in Russia, it is wise to confine a relatively small number of socalled centers of academic success. They can be based on the establishment of a national tender, which will
determine the highest academic and government standards, including those that are directly connected with the
above international efforts.
To ensure a high level of research, these centers are likely to combine leading academic universities with
leading research institutions, perhaps those that today are part of the Russian Academy of Sciences. It is
important that such centers funded by the government of massive donations, grants. These way most talented
Russian scientists will stay in Russia instead of migrating abroad and improve the quality of Russian science
and education.