The proposed duration for master’s studies, aimed at delivering deep professional knowledge within the framework of a reformed education system, could be just one year. This update was discussed on the channel Russia 24, with Valery Falkov, the Minister of Science and Higher Education of the Russian Federation, outlining the shift toward shorter, intensive programs linked to labor market needs. He explained that under the new coordinate system, a master’s program may yield in-depth professional mastery in a year, aligning qualifications with current demand in the workforce.
In his address, Falkov described a schooling model that resonates with contemporary economic and social realities. The minister emphasized that the recalibrated pathways will enable students to gain substantial expertise quickly, ensuring graduates are ready to contribute to their sectors soon after completion. The transition reflects an intent to synchronize higher education outputs with employer expectations and regional development goals, as reported by Russia 24.
President Vladimir Putin also spoke about education reform in his February 21 Federal Assembly address, signaling a return to a more traditional university experience while acknowledging the need for substantial reforms across Russian education. The president argued that education must evolve to meet the new requirements that govern daily life and work across all spheres, suggesting a clear mandate for schools and universities to adapt while preserving core academic standards.
Analysts and educators have started to weigh the pace of these changes. Among them is Alexander Khvostov, who offered his perspective on how quickly the education system might adapt to the new framework. His assessment points to a gradual but steady progression as institutions recalibrate curricula, admissions, and assessment methods to reflect the updated goals and competencies demanded by the labor market.
Earlier proposals from lawmakers drew attention to the Unified State Exam, with State Duma deputy Sultan Khamzaev advocating considerations for canceling the exam as universities return to the prior model of study. This discussion underscores a broader debate about assessment, progression, and the balance between standardized testing and substantive learning in the evolving higher-education landscape in Russia.