State Duma deputy Pyotr Tolstoy stated that, despite Rosobrnadzor’s positions, talk of abolishing the Unified State Examination (USE) remained active and was being considered as part of a broader rethink of the country’s education system. He shared this view on a telegraph channel, signaling that the debate is not a fringe topic but a mainstream policy question with significant political implications.
Tolstoy emphasized that the question of ending the USE has long been discussed as a necessary step to steer Russian education back toward what he described as the traditional national path. He claimed that the idea resonates not only with teachers who see the exam as a barrier but also with many parents of graduates who believe the current evaluation framework no longer aligns with the country’s educational goals. Nevertheless, he cautioned that dismantling the USE in a single move is unlikely, and any transition would have to be gradual, with careful planning and phased implementation to avoid disruption for students and schools.
The deputy acknowledged the rationale behind Rosobrnadzor’s concerns. He argued that eliminating the examination system could reshape the role of regulatory authorities along with the relationship between school accountability and parental oversight. In Tolstoy’s view, such a shift would require a reconciling push from the federal leadership and would need to reflect the electorate’s evolving expectations rather than remain an abstract policy debate.
Tolstoy urged officials to move beyond empty assurances and to translate public sentiment into concrete policy choices. He suggested that those in charge should drop any remaining illusions about how education should function and instead commit to a clear vision that aligns with the needs of students, teachers, and families alike. The debate, he noted, involves more than the USE itself; it also touches on the broader issue of how a modern education system can blend traditional values with contemporary expectations in a way that is comprehensible and acceptable to citizens across the country.
Tolstoy concluded with a warning that not everyone may grasp the scale of the changes under consideration. He pointed out that the Unified State Examination and the Bologna framework represent enduring symbols in the current education landscape. The moment has arrived to draw clear conclusions about their place in Russia’s educational strategy and to chart a path forward that respects both the country’s historical context and its future ambitions.
Anzor Muzaev, the former head of Rosobrnadzor, remarked in connection with Russia’s movement away from the Bologna system that the USE remains an undeniable fixture of the current assessment regime, even as broader reforms proceed. He asserted that the exam’s influence extends beyond any single policy shift, shaping how students are prepared, how schools measure performance, and how families perceive success in education.
In this climate, policymakers, teachers, and students alike are watching closely as debates unfold about the balance between standardized testing and a more flexible, holistic approach to learning. The discussions also reflect ongoing questions about how to maintain international standards while preserving national educational traditions. Stakeholders are calling for a careful, evidence-based approach that weighs the potential benefits of reform against the risks of upheaval for students who are preparing for examinations in a rapidly changing global and domestic environment.