Across a lifetime, a distinct generation may feel a rare sense of belonging to a unique era. This group carries a blend of circumstances that seem to set them apart. They recall a future with more certainty than later cohorts, and in Russia, they are the largest living generation today. They grew up under conditions that shaped their view of opportunity and duty.
During high school years, this generation faced a crisis in education. Past generations endured war, while their teachers sometimes faced months without pay, wandering through empty classrooms and sharing meals with their students. The coming years would reveal how influential this generation would become, as many rose to senior roles and leadership positions. The quality of education, including the teaching workforce, would come under scrutiny as this shift occurred.
They also represent the tail end of a time when many could attend universities without demanding part-time work. The era of affordable higher education for non-working students ended as labor markets evolved. One account recalls starting work in the third year of study, where internet access at home was scarce and expensive, and a job with online capabilities became a necessity. The first paycheck, modest by today’s standards, stands out in memory.
Classmates in philology shared a common challenge: securing employment was difficult, so they focused on study and long hours in the library. This dedication helped define a generation of literary scholars who could spend eight hours a day immersed in books. Those born roughly between 1982 and 1987 formed a cohesive cohort, many of whom after university years worked as promoters, salespeople, or consultants to support themselves while studying.
Questions about current student life appear in limited, scattered studies. In 2017, a major national survey reported that about half of students were working, while a private survey later noted higher figures. A significant portion studied in fields different from their majors, taking jobs in hospitality, delivery, or sales to manage expenses. These numbers reflect a broader trend that persisted into recent years, including the disruptions of global events that affected both study and work.
More recent observations suggest that many working students juggle long-term employer commitments, with the possibility of legal consequences for violations. Some students even consider unregistered work as a pathway to staying afloat. The overall sentiment in those years was stark: educational pathways and work demands were colliding in ways that affected families and future careers.
The writer notes that the statistics are alarming. There is a belief that universities should remain centers of learning, with work experience as a supplement rather than a substitution for study. The idea that early work in one’s field guarantees advancement is questioned by broader realities of employment and education. The Bologna process and shifts in degree structure were cited as attempts to adapt to changing circumstances, sometimes at the expense of long-standing programs. There is concern about the erosion of traditional components in humanities and language studies, including classical languages and critical methodologies, and a sense that some programs have shifted focus away from deep, time-intensive scholarship.
In linguistics and related fields, programs are often condensed, with limited independent study time in the early years. The underlying point remains clear: education and earning must balance fairly, and the system should support students without demanding overwhelming sacrifices.
The piece suggests that large-scale official statistics may not capture the full story, especially as many families face pressures to support a student through schooling. The reality is described as financially strenuous, with plans often set years in advance and debts weighing on families. For many, education still requires significant parental or family investment, and a future that combines study with work remains a dominant consideration.
Historically, rising costs and changing labor markets reshaped family dynamics. In earlier decades, parents balanced work and support for their children’s education, while later decades saw new patterns as families faced higher expenses. International comparisons highlight that limits and pressures on education funding are not unique to one country. The essay reflects on broader trends in developed economies where the cost of living and the value of higher education intersect in complex ways.
The author closes with a personal viewpoint that may not align with every editor’s stance. The broader message is a call to recognize the enduring value of education, to understand how work and study intersect, and to consider how societies support learners across generations. This reflection is offered as a thoughtful contribution to ongoing discussions about the future of higher education and workforce preparation. (Attribution: general trends in education and labor markets)