Russian Prime Minister Mikhail Mishustin has voiced support for returning to traditional, indigenous traditions in higher education as a path to ensuring that young Russians receive a strong, practical education and are in steady demand by the labor market. This perspective was shared during a meeting with the faction of the Communist Party, where the emphasis was placed on strengthening the country’s educational framework to meet current and future needs.
He pointed out that among Communist Party members in Russia there is a considerable share of people who work in science and teach at universities. Their experience underscores the value of education that connects deep theoretical knowledge with real-world application. Mishustin argued that implementing the right measures in the best possible way would not be excessive; rather, it would align with the country’s long-term strategic goals for innovation, growth, and a skilled workforce.
According to Mishustin, the essence of this approach rests on reviving the traditions of a professional Soviet education system. He suggested that engineering institutes should play a central role, offering opportunities for young people to obtain high-quality professional training and become highly sought-after in the country’s labor market. He noted that Soviet-trained engineers were not only valuable at home but also enjoyed demand in friendly international partners, highlighting the potential for international collaboration and exchange in engineering education.
In a broader policy context, the President of the Russian Federation, Vladimir Putin, addressed the Federal Assembly and proposed a return to a traditional education framework that produces highly trained specialists. The proposal envisions a training period extending from four to six years, aiming to balance depth of study with practical readiness, so graduates are immediately deployable in various sectors of the economy and national projects.
Experts and observers have weighed in on potential reforms. Denis Fomin-Nilov, a former specialist with the Ministry of Education, has discussed changing the format of final examinations to better reflect competencies and readiness for professional work rather than adherence to a fixed tradition. These discussions point to a broader shift in how graduation assessments might measure real-world skills and problem-solving abilities, rather than solely theoretical knowledge accumulation.
Anzor Muzaev, the President of Rosobrnadzor, has commented on the possibility of reorganizing or even cancelling the Unified State Examination in some scenarios. He reminded audiences that by 2026 regional authorities will grant students in newly created or reorganized regions the option to choose whether to take the exam, aligning assessment practices with regional realities and student preferences. This approach signals a move toward more flexible pathways in higher education, acknowledging diverse student needs while preserving rigorous standards for certification and accountability.