1. Marina ARTAMONOVA PhD, Associate Professor of Labor economics and personnel Department Modernization of the higher education in Russia: problems and solutions Faculty of Economics, Lomonosov Moscow State University 14.09.2015 г.

2. Federal Law “The Russian Federation education act” Adoption and coming into force of the Russian Federation education act since 01.09.2013 (the RF education act, 2012) has led to modernization of the higher education which is understood as the complex of measures aimed to the creation of modern competitive system of the higher education. The RF education act, 2012, regulates transition from two-level educational system to three-level system that will require the large volume of educational and methodological work for the coordination of study plans, including subject matter taking into account the different levels of training, update of educational programs according to the new generation of Russian educational standards.

3. Several paradigms in the contemporary higher education professionalizing of training with orientation to labor market; the education priority in the process of obtaining professional knowledge; dialogue as the main way of interaction between teacher and student; the informatization of all educational processes assuming decrease of the teacher’s function in educational process; the humanization and humanitarization meaning shift of emphases on the spiritual and moral sphere.

4. The change of institutional structure of the higher educational system In fig. 1 the dynamics of the number of the state, municipal, and private higher educational institutions in Russia for 1993/1994 – 2013/2014 are presented. Beginning from 2008/2009 – 2013/2014 the number of the educational institutions of the higher education system was reduced by 165, of which: the number of the state and municipal universities was reduced by 82 and private – by 83 (fig. 1). (Russia in figures, 2014). The dynamics of the number of students in the educational institutions of the higher educational system in Russia during 1993/1994 – 2013/2014 is presented at the chart 2. The fig. 2 shows that during 2008/2009 – 2013/2014 the number of students was reduced by 1866 thousand, of which in the state and municipal higher educational institutions - by 1453 thousand and in private higher educational institutions - by 413 thousand people. (Russia in figures, 2014).

5. Fig. 1: The number of the educational institutions of the higher educational system in Russia during 1993/1994 – 2013/2014 Source: Russia in figures, 2014. Tab. 8.10.

6. Fig. 2: The dynamics of the number of students in the educational institutions of the higher educational system in Russia in 1993/1994 – 2013/2014 Source: Russia in figures, 2014. Tab. 8.10.

7. Modernization of the higher school in Russia The idea of integration of the weak higher education institutions into the strong ones for the purpose of their "upgrading" to the level of the strong ones (Russia in figures, 2014). "Integration and merger of higher education institutions into for the purpose of creation of consortia or holdings makes them more competitive organizations. The private sector of education has to follow the trend of the state universities for integration and increase of competitiveness both on domestic market, and at world level. In order to turn the higher educational institutions into clusters of post-industrial economy" (Lobanova & Shabanov, 2010).

8. The most probable ways of the development of private higher educational institutions complementary education; creation of corporate universities; advanced introduction of modern technologies – compared to the state universities; close interaction with business and creation of world-class private higher education institutions; establishment of secondary vocational units education at higher educational institutions and integration with foreign universities (Zernov, 2013).

9. Problems the most essential and painful issues in the field of development of the private sector The organization of educational process in a number of higher educational institutions needs serious improvement (there are also reverse examples, as the private sector is non-uniform). There shall be the check of activity of the private higher educational institutions holding the license, but not claiming for certification and accreditation after five years of their activity. The normative documents should include the articles on obligations and responsibility of the founders of private higher educational institutions about the condition of educational institution. A problem of development of own financial resources of private higher educational institutions (rent takes away considerable resources) or to provide preferential rent rates for higher education institutions (following the schools pattern). An acute task is enhancing financial stability of higher educational institutions (students have to have a warranty of completion of study in case of the problems with recruiting new cohort of students).

10. New model of high school education in Russia based on interdisciplinary approach. It is necessary to develop the new forms of interaction between various departments of higher educational institutions. It is necessary to focus attention on the compliance of activity of higher educational institution with modern educational standards. With emergence of the third stage of training the qualitative mission of the institute of postgraduate studies fundamentally changed. We witness its transition from scientific to the educational goal. (The RF education act, 2012)

11. Three-level system of the higher education 1) bachelor degree, 2) magistracy, 3) postgraduate study. At the end of the program of the third level of the higher education (postgraduate study) there should be the state total certification (STC). The set of competences including the following set of requirements: "to know", "to be able", "to master". Thus the duplication in programs at the different levels of training should be excluded. (The RF education act, 2012)

12. The main goal of the postgraduate program The training of researchers and teaching personnel of the top quality. Upon graduation from PhD program the diploma is issued, and the qualification "Researcher" or "Teacher-researcher" is awarded. As a result of completion of an educational program of postgraduate study there should be acquired the universal competences (which don't depend on branch of scientific knowledge) and professional competences (specified by the branch of scientific knowledge).

13. Different points of view of the higher education in Russia Modernization of national system of the higher education assumes clear definition of the goals of postgraduate education. The major goal is the training of specialists competitive in the modern market of intellectual activity, having research and analytical skills, capable to react flexibly and efficiently to the challenges of rapidly changing world (Shumakova, 2013). Point of view represented by scientific and pedagogical community of the higher school revealing the number of serious problems (Postgraduate study as an educational program, 2013). The particularly acute is the problem of the development of mechanisms of interaction between the system of training of the top qualified personnel and the real economy, government and social institutions. We can see the signs of the large scale training of the top qualified personnel disbalance of the number of postgraduate students in the branches of sciences, decline in the quality of dissertation research, including the doctoral dissertations prepared at doctoral programs in higher educational institutions (Senashenko, 2013).

14. Conclusion It is necessary to increase the quality of provided educational services at all stages of it’s activity: at enrollment stage during implementation of the educational process and at “exit” stage. It is suggested to systematize the efficiency requirements for doctoral programs and to analyze their applicability to the Russian postgraduate programs. Doctoral programs should be concentrated on the training of researches and assistance to the development of ability to independent research. Doctoral education shouldn't concentrate only on a topic of research or methodology, it should stimulate interdisciplinary approach.

15. Conclusion Doctoral programs should follow the dynamics of labor market and focus on the development of competences in the field of marketing, presentations, management of research and so forth. The new names of an academic title of doctor – by knowledge areas (the Doctor of Medicine, the Doctor of Law, the Doctor of Philosophy, etc.), instead of branches of science are proposed. This matter remains debatable in the scientific community and it looks like transitional step towards the abolition of the degrees of doctor and candidate of science and introduction of the title of doctor of philosophy upon defence of PhD thesis.

16. Conclusion One of the most important criteria of the assessment of the efficiency activity of higher educational institutions is the employment of graduates of the institutions of higher professional education enrolled in full-time education at the expense of budgets of all levels and their work in specialty within one year after release. In our opinion, despite the listed above problems, the higher education in Russia should be considered as the strong competitive advantage of our country making direct impact on national security. Russia has enormous human potential capable to lead to acceleration of economic growth in modern Russia.

17. References Artamonova, M. (2013). A Professional Training for the Small Innovative Enterprises. In the 7th International Days of Statistics and Economics (pp. 43-50). Prague: Melandrium. Gurtov, V., Serova, L., Stepus, I., Pitukhin, E., & Nasadkin, M. (2013). The accounting of indicators of employment of graduates when forming target figures of enrollment of students. Rector of Higher Educational Institution, 7, 14-19. Lobanova, E., & Shabanov, G. (2010). Formation of higher education institutions as centers of innovations. Higher Education Today, 5, 15-20. Maršíková, K., & Šlaichova, E. (2014). Investment in Training: Productivity and Human Capital Value. In the 8th International Days of Statistics and Economics (pp. 1016-1026). Prague: Melandrium. Materials to a question of a condition of the Russian science. (2013) All-Russian public organization "Russian Association of Assistance to Science". Public chamber of the Russian Federation. Moscow, 156 p. Mazouch, P., & Vltavská, K. (2014). What does expansive education policy could cause – discussion above results from last census. In the 8th International Days of Statistics and Economics (pp. 1027-1033). Prague: Melandrium.

18. References Mazouch, P. (2013). The University Graduation Rate: Trends and Levels. In the 7th International Days of Statistics and Economics (pp. 977-983). Prague: Melandrium. Palíšková, M. (2014). Youth Unemployment - Problem of the European Labor Market. In the 8th International Days of Statistics and Economics (pp. 1083-1093). Prague: Melandrium. Ponomaryov I., Remizov M., Karev R., Bakulev K. (2009). Modernization of Russia as construction new gosudarstva: nezavisimy expert report. Moscow [Electronic resource] http://www.apn.ru/publications/article22100.htm (date of the address: 9.03.2014.) Postgraduate study as an educational program (A round table) (2013). Higher education in Russia, 6, 137-156. Salamova, N., & Salamov, N. (2014). Modernization strategy of modern higher education. Strategy and Tendency of Modern Education, 1, 87-91. Shumakova, I. (2013). Training of innovative and motivated shots in higher education institution in the conditions of development of economies of the region. Scientific Sheets of BELGU, 25(1), 46-52. The federal law of December 29, 2012 No. 273-FL “The RF education act". - 404 pages. Zernov, V. (2013). Private higher educational institutions of Russia: A current state, tendencies and prospects. Higher Education in Russia, 4, 3-11.

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