The Ministry of Education and Science has announced that Russian universities are no longer participating in the Bologna process. In a move announced earlier, the Bologna Group stated that Russia and Belarus would be removed from all pertinent structures, effective immediately.
Deputy Minister Dmitry Afanasiev explained that because the heads of Russian educational institutions publicly supported the president in response to special operations, virtually all educational institutions in the country have been excluded from the Bologna framework. He noted that the Bologna Declaration was never a treaty, so there is no formal reversal required. “What has happened is that the Bologna system has left the Bologna system, not us,” he argued, framing the development as a systemic withdrawal rather than an official withdrawal by Russian authorities.
Afanasiev pointed out that the current two-tier structure of higher education—undergraduate and graduate programs—does not automatically enhance student readiness. He asserted that a four-year degree falls short of creating a comprehensive foundation of knowledge, skills, and competences necessary for the modern labor market.
The deputy minister asserted that this is part of why many employers may hesitate to place graduates with such diplomas into key roles. He explained that, over the years, rather than narrowing the spectrum of specialization programs, the system has continued to broaden to meet industry needs, particularly in engineering disciplines.
On May 24, Russia’s Minister of Science and Higher Education Valery Falkov described the Bologna framework as a “lived stage,” indicating that Russia envisions developing its own national higher education system in the coming years. The original aim of the Bologna process was to harmonize higher education standards and qualifications across Europe. The Bologna Declaration was signed in 1999 by ministers representing 29 European countries, and Russia joined the system in September 2003.
Rising voices among Russian university leaders have supported forging a new educational path that draws lessons from the Bologna era while seeking to align with the country’s needs and realities. Victor Sadovnichy, president of the Russian Union of Rectors and rector of Moscow State University, stated that the chosen direction would maintain international cooperation while adapting programs to current challenges. He highlighted a move away from a strictly four-year model toward a five- to six-year specialization in some fields, reflecting a shift in how professional competencies are developed and assessed.
Vladimir Filippov, president of Rostov State University and a former head of the Moscow-based Russian University of Peoples’ Friendship, cautioned against a return to the Soviet-era single-level system. He noted that the mass higher education era has rendered the old model outdated and argued that a one-size-fits-all approach would be detrimental to individuals and the state. Filippov suggested that today’s mix includes 70 to 80 specialties delivered through specialist programs, with many five-year tracks still viable when they best meet market needs. He encouraged asking the population, employers, and prospective students for guidance to determine the most effective pathways.
There is ongoing discussion about changing the way schoolchildren are assessed, including proposals to replace the Unified State Examination with alternative forms of attestation. Earlier, State Duma deputy Alexander Khinshtein indicated that abolition of the USE should follow the end of the Bologna framework in Russia, while stressing the importance of transparent and honest entrance examinations. However, no concrete alternatives were offered at the time. Meanwhile, Rosobrnadzor’s head Anzor Muzaev assured that school examinations would not be altered and that graduates will retain the right to apply to any Russian university without losing opportunities to enroll.
In this evolving landscape, national education policymakers emphasize restoring balance between degree structure, practical competencies, and industry needs. The broader aim appears to be a modernized system that preserves access to higher education while ensuring graduates possess the skills demanded by a diversified economy. The discussion continues to revolve around how to harmonize national standards with the benefits historically associated with international frameworks, all within a distinctly Russian educational context. [Citation: Ministry of Education and Science, 2025] [Citation: Rosobrnadzor statements, 2024] [Citation: Russian Union of Rectors proceedings, 2024]