Valery Falkov, leading the Russian Ministry of Science and Higher Education, outlined a bold reorganization of the country’s higher education system. The plan centers on three distinct levels: basic higher education, specialized education, and postgraduate education. This reform, communicated through DEA News, aims to structure credentials in a way that aligns with evolving workforce needs and advances in research and innovation.
The first level, basic higher education, is envisioned to last four to six years and will culminate in either a bachelor’s or a specialist degree. Its design emphasizes an interdisciplinary and hands-on approach to preparing the next generation of professionals. By blending broad academic foundations with practical training, the system seeks to equip graduates with adaptable skills suitable for a wide range of industries.
Specialized education forms the second tier, focusing on professions that require deep, applied expertise. This level includes tracks such as judgeship, medical residency, and advanced postgraduate studies. Access to this tier will be limited to individuals who already hold a basic higher education credential, ensuring that learners entering specialized programs bring a solid academic basis and readiness for intensive study.
Postgraduate studies constitute a distinct level within the reform, dedicated to cultivating researchers and professionals who contribute to scientific and practical advancements. This stage is explicitly framed as a path for developing high-level expertise and leadership in academic and professional settings, reinforcing the link between research activity and real-world applications.
The ministry’s leadership also noted that the list of higher education specialties will undergo revisions in the near future. This indicates an ongoing effort to keep the curriculum aligned with changing technologies, industry demands, and the broader goals of national innovation initiatives.
Earlier statements from the Ministry of Higher Education and Science discussed exploring multiple options for working conditions within master’s programs. At present, master’s study is typically planned for two years, but officials acknowledge that this duration may not fully meet the needs of professionals working in dynamic fields such as information technology. In response, there is consideration of reforms that could shorten or otherwise optimize master’s programs to support rapid skill development while maintaining rigorous standards.
Taken together, the proposed structure signals a shift toward a more modular and merit-based system where credentials reflect both foundational knowledge and practical, field-specific competencies. It also underscores the importance of ongoing professional development across a person’s career, from initial university study through to advanced research and leadership roles. The overall aim is to build a workforce equipped to contribute to national priorities while offering clear, credible pathways for learners to advance at their own pace within a transparent framework.