Independent University of Mathematics. What is the difference between an institute and a university? What is DPO
The Independent International University of Moldova (ULIM), the child of reforms, was founded on October 16, 1992 by a government decision. Created as an alternative institution of higher education, ULIM today implements the most modern educational and information technologies in university education.
The university is accredited by the National Council for Academic Assessment and Accreditation - certificate E016 dated July 16, 2002. In May 2007, ULIM received the ISO - 9001 Quality Management Recognition Certificate. The Council of Rectors of Europe and the European Center for Education and Research in Vienna awarded ULIM the title of "European Quality "(European quality).
Currently ULIM consists of 8 faculties that solve educational and research problems: law, economic knowledge, medicine, foreign languages, computer science and engineering, history and international relations, psychology and social work, journalism and public relations. More than 350 teachers work at 25 departments of the university, 60% of them have scientific degrees and scientific and pedagogical titles. At the same time, university teachers from France, Germany, Italy and Romania work in ULIM, who have changed their place of residence, devoting their knowledge and experience to our university.
Fundamental principles educational process in ULIM they comply with international educational standards, university education is harmoniously combined with scientific research of a fundamental and applied nature.
Currently, the educational process at ULIM is organized in accordance with the requirements European system transferable credits (ECTS). The university harmonizes teaching with the principles of the Bologna Process.
At ULIM, the main emphasis in the entire diverse and multi-level education system and scientific research is about the quality of training, and this, of course, stems from modern concepts of training specialists in the fields social life and economics, modern programs based on knowledge and scientific achievements, high qualifications of the teaching staff, the material and technical base of the university. The training of specialists is based on two defining criteria - the use of new technologies and knowledge of the languages of international use. The International Independent University of Moldova became Alma Mater for about 17,000 students, masters and doctoral students, graduates of ULIM, from the Republic of Moldova, as well as for those who came from more than 50 countries of the world, including the USA, Germany, Russia, Romania, the Middle East, Africa and dr.
Those who choose the International Independent University of Moldova to continue their studies at various levels and in areas of interest will ensure a decent future for themselves thanks to the maximum opportunities for finding a job both in the republic and far beyond its borders. The International Independent University of Moldova (ULIM) is located in the center of the capital of the Republic of Moldova - Chisinau. Combined with a new architectural style, ULIM's red domes topped with white buildings create a holistic view of the entire university complex. The facade of the university, hoisted by the flags of the states whose citizens study at ULIM, adorns Vlaiku Pircalab Street and creates a festive impression at any time of the year.
The external decoration of the university is impressive and is in complete harmony with the interior design of educational buildings: spacious auditoriums, equipped laboratories, a library and specialized reading rooms, a media library that allows you to use the latest information technologies, a sports complex, a restaurant, a winter garden, permanent exhibitions of works by famous contemporary artists - all these are elements of a special university culture that combines the classical tradition and pathos of modern society.
A true place of education, culture, science and art, ULIM is a united family of teachers and students who honor the ideals of peace, freedom and democracy, creative thought and progress.
Created as an alternative educational institution, ULIM organizes its activities on a self-governing and self-financing basis.
Studying proccess. Education in ULIM is carried out on the basis of a bachelor's degree in a 3 (4) year licentiate cycle - 180 (240) ECTS credits (licentiate diploma), on a 1 (2) year master's cycle - 60 (120) ECTS credits. The master's degree follows the cycle of the licentiate, and the duration of training depends on the specialty. Enrollment for a doctorate is possible on the basis of a master's degree, the duration of study in the full-time department is 3 years, in the correspondence department - 4 years. Curricula are based on the legislation on education of the Republic of Moldova and agreed with the Ministry of Education and Youth. ULIM has been using the European Transferable Credit System since 2003.
Scientific activity. University science takes a significant place in ULIM. Scientific research is coordinated by the ULIM Senate and has become an inseparable tradition of university life. Symposia Professorum is held annually - a scientific conference of the teaching staff, the materials of which are published in the form of abstracts of scientific reports in the series: law, economics, history, philology, psychology, engineering and journalism. Scientific annual publications (Anale) are compiled according to the same principle according to the corresponding series, combining scientific articles of ULIM teachers.
Symposia Studentium is an annual scientific forum for students, and scientific research is carried out by students as part of scientific circles operating in the faculties. Scientific team embodies the results of research in the form of monographs, lecture courses, textbooks published in the publishing center ULIM.
7 institutes of scientific research were founded in ULIM: in the field of history; philological and intercultural studies; funds mass media; in the field of human rights protection; public research; in the field of economics; in ecology and biomedicine.
International relations. ULIM is a full member of the International Association of Universities (IAU), the International Association of University Presidents (IAUP), the Association of Francophone Universities (AUF), the Association of European Universities (EUA), the World University Network for Innovation (GUNI). The authority of ULIM in the international arena made it possible to conclude about 60 cooperation agreements with universities and scientific centers from all over the world, including the universities of Romania: University of Craiova, University (Constanta), University from Pitesti, Bucharest Academy of Economics; university centers in France - Institute for International Higher Education (Nice), University of Orleans, University of Rennes-I, University of Strasbourg-II (France); Graduate School of Commercial Education (Montreal, Canada), Laval University (Canada), Bridgeport University (USA), Clemson University (USA), Peoples' Friendship University (Moscow, Russia), Diplomatic Academy (Moscow, Russia), Moscow State academy Law (Russia), University of Cantabria (Santander, Spain), University of Tunis-III (Tunisia), University of Aleppo (Syria), University<Клемент Охрид-ский>(Sofia, Bulgaria), Tiffin University (USA), University of Katowice (Poland), etc.
ULIM participates in various international projects funded by the European Commission, cultural representations, foundations, embassies. The participants in these projects are ULIM teachers and students who carry out a wide range of educational and scientific activities to promote university values.
The International Independent University of Moldova has made a significant contribution to the spread abroad of a positive image not only of the university, but also of the country as a whole. We consider it necessary to note that many ULIM alumni hold responsible positions both in government bodies in Russia, Romania, Sudan, Syria, Zimbabwe, Morocco, Belarus and in other countries, and in most international structures and organizations to which the Republic is a member. Moldova.
Currently, the university is on the verge of starting a new large-scale project that will significantly advance the reputation of our educational institution in the international arena, namely, in Africa and the Middle East. In the countries of this region, it is planned to open branches of our university under the auspices of ULIM, together with colleagues from the USA, Russia and Romania.
Sports activities. Mens sano in corpore sano - this Latin dictum symbolizes the harmony of body and spirit passionately desired by a person. A modern sports complex at the disposal of teachers and students complements the rich palette of educational and scientific activities. Along with health improvement, the sports complex also performs another task - the preparation of record-breaking athletes. The ranking of champions representing ULIM in various sports is impressive. About 200 athletes are engaged in the faculties of ULIM. They are members of the teams of the National University Sports Federation, representatives of the Republic of Moldova in the following disciplines: football, chess, handball, athletics, freestyle wrestling, judo, sports dances and much more. Among them there are 34 international masters of sports, 5 grandmasters, 6 international grandmasters (chess), 26 masters of sports. Most of the participants in the Olympiads are international masters of sports. ULIM athletes are prize-winners of such major international competitions as European and World Championships, the Balkan Games, etc. In the last five years alone, ULIM athletes have won more than 70 gold, silver and bronze medals at European Championships, European Cups, Balkan Games , world Universiades.
ULIM in the Bologna Process
In May 2005 at the Summit of Ministers of Education European countries in Bergen (Norway), the Republic of Moldova was admitted to the Bologna Process - the Pan-European University Forum, which proposed the creation of a European Higher Education Area by 2010.
The principles of the Bologna Process, which were the basis for the development strategy of ULIM, can be briefly summarized as follows: to ensure the long-term development of Europe based on knowledge and research, to create a system of three-stage university education in the form of a licentiate, master, doctorate, to ensure the quality of university education, academic mobility, transparency, recognition of qualifications and diplomas, introduction of transferable credits (ECTS).
All these principles have led to an increase in the quality of internal processes in university, primarily in education.
Currently, ULIM has developed its own quality management system for the educational process by introducing the latest information technologies, internal monitoring and audit of the quality of taught courses, monitoring carried out not only by educational structures, but also by student organizations - the League of Students, the Student Senate, etc. Student participation in the decision-making process is a fundamental factor in determining the actions to be taken.
Since the 2003-2004 academic year, ULIM has implemented the European Credit Transfer System (ECTS) in all study programs. The experience of outstanding ULIM teachers is widely disseminated and implemented. University programs are published and available to students in both print and electronic form. The 2005/2006 academic year was held on the basis of the new Vocational Training List and on the basis of new curricula developed in strict accordance with European requirements and national legislation.
All information about the process of transformations in higher education in the Republic of Moldova, new Curricula and programs can be found on the ULIM website at www.ulim.md. Since the 2004/2005 academic year, ULIM has been issuing European-style supplements to licentiate and master's diplomas. Currently, the university is included in the reform process that will have an impact on the image of ULIM. The goals of the university, the system of organization and management, the foundations of funding, work processes, and the role in society have been creatively revised.
The democratization of internal processes in ULIM is carried out by decentralizing the decision-making procedure, which implies a broad discussion of all problems with students and teachers, implemented both vertically and horizontally of the university organigram.
Academic freedom in terms of scientific and educational initiatives is inextricably linked with high personal responsibility and discipline, which ULIM teachers must clearly understand if they want to take a worthy place at the university for a long time. Quality presupposes, first of all, discipline, responsibility and organization. An important element democratization of the educational process at the university is to involve students in the decision-making process - a principle highlighted in the Basic Documents of the Bologna Process, which materializes in ULIM by including students in the Senate, conducting anonymous questionnaires among students regarding the quality of teaching academic disciplines, and also once a year, in April, the Senate examines the problems of the quality of education and student life. ULIM students have their own senate involved in their lives.
The results of an anonymous survey of students are analyzed not only in order to identify positive aspects, but also in order to detect shortcomings. The conclusions are taken into account for the purpose of reasonable management of human resources - when concluding labor contracts with teachers for the next academic year. Negative average rating delivered by students to the teacher may lead to the termination of the contract with the latter.
The creation of a quality management system is an integral principle of any economic organism. The university is also an economic organism, however, it cannot be equated with other enterprises, as it produces and promotes intangible values, primarily by shaping and improving human material. These are the components of the internal quality audit of the teaching and educational process currently used at ULIM:
- monitoring and evaluating the academic performance of students;
- assessment of teaching quality academic disciplines ULIM teachers;
- monitoring an anonymous survey of students' opinions;
- monitoring of anonymous survey of teachers;
- assessment of the quality of the educational process by students;
- mutual assessment of the educational process by faculties;
- monitoring the employment of graduates;
- assessment of scientific activity (research, doctoral studies);
- assessment of international activities;
- assessment of extracurricular activities.
However, all these actions will not be successful without transparency and monitoring of decisions made - currently ULIM guarantees and ensures free access of students and teachers to curricula, curricula and programs, decisions of the Senate, the ULIM Code (which are presented in the media library and published on the WEB ULIM website).
At the International Independent University of Moldova, a university that gained its authority in the educational space of the Republic of Moldova in conditions of loyal and correct intellectual competition, they went not from form to content (the introduction of structures with subsequent filling them with content), but from content to form. Step by step, the components of the quality management system were introduced, with an emphasis on internal processes and their cost-effectiveness. Thus, we can say that ULIM has created its own quality management system for the educational process, the creation of which has a direct public reflection. The improvement of this system does not stop for a moment, it is constantly developing and enriching.
The highest organizing and governing body of the university is the Senate, which generates, implements and monitors the educational process. In parallel with the observance of the norms of the current legislation, the Senate of ULIM in the last five years has adopted a number of auxiliary, supplementing and developing documents of the ULIM Educational Concept. So, in 2005 the first edition of the ULIM Code was approved and published, which includes: ULIM charter; Regulation on the organization and functioning of the Senate; Regulation on the organization and activities of the Administrative Council; Regulation on the organization of the Educational Council; Regulation on the organization and functioning of educational structures; Regulation on the organization of the educational process based on ECTS; Regulation on the Ethics Council; Regulations on the organization of entrance examinations and admission to the university; Organization and functioning regulations distance learning; Regulation on scientific activity; Regulations on the organization and functioning of the information and library science department; Regulation on the organization and functioning of the human resources department; Regulation on the rights and obligations of teaching staff, etc.
In the last 2 years, these documents have been supplemented with: Regulation on the organization of practice; Regulation on the functioning of technological and educational incubators; Regulations on the functioning of branches, representative offices and selection centers, vocational guidance and counseling centers; Regulation on the implementation and monitoring of educational information technologies.
In line with the implementation of their own style in the system of university education, the ULIM Educational Concept was adopted, taking into account the specifics of each faculty.
Starting from the 2007/2008 academic year, the ULIM teacher is obliged to sign an individual employment contract with the university administration, as well as job responsibilities, which define the following elements: subject of the contract, components wages, the rights and obligations of the teacher and the university. In order to implement the provisions of the Bologna Process, maximum transparency of the educational process is ensured through the following mechanism: the teacher is obliged to place on the university website analytical programs agreed with curricula approved by higher authorities; observe the discipline of work and the Code of Ethics of the university teacher in strict accordance with academic decency; fill gaps at their own expense in the event of poor-quality student education or poor-quality performance of duties; be responsible for the integrity of property, technical and sanitary safety, etc.
It is extremely significant that on September 21 of this year, on the eve of the 15th anniversary of its foundation, ULIM signed at the University of Bologna (Italy) MAGNA CHARTA UNIVERSITATUM - a document to which 583 universities from all over the world have already joined. As a signatory to the Magna Charta Universitatum, ULIM is committed to academic freedom that is fully valid in both knowledge and research. Meanwhile, the university is an entity, where a person's place is determined by his abilities and talents - it is a community of scholars, and the moral significance of the university is based on a combination of teaching and research, erudition and the search for truth, regardless of its momentary applicability, political priorities or economic benefits. The University is called upon to serve the society as a whole, contributing to its long-term development.
Over the course of 15 years of its activity, ULIM has generated and introduced into the national and European education systems many criteria, forms and methods of teaching, accepted with reverence by colleagues from university centers not only in our country, but also from abroad. And although innovative elements in the field of education cannot be patented, the International Independent University of Moldova is proud to have given a useful impetus to higher education institutions in the country and abroad with its innovative activities, thus contributing to the transition of higher education to a higher level, recognized in European space.
The ascent of the International Independent University of Moldova became possible over the years and, of course, will be possible in the future thanks to the support of a highly professional teaching staff, which makes up the gold fund not only of ULIM, but of the entire national intellectual community.
For their outstanding activities, the promotion of the higher education system of the Republic of Moldova and the European university educational space over the past 10 years, many teachers of the Independent International University of Moldova were nominated for state awards our country. Among them I would like to mention the Prim-Vice-Rector Anna Gutsu, Academician Gheorghe Mishkoy, Professors Nikolai Tsyu, Petr Rosca - Faculty of Economics; Andrei Smokine and Trofim Karpov - Faculty of Law, Zinaidu Radu - Faculty of Foreign Languages, Zinaidu Sokirca - Director of the Library Department. A large number of teachers were awarded with Certificates of Honor from the Government of the Republic of Moldova and the Ministry of Education and Youth.
ULIM's management has also received awards from France, Russia, Ukraine, Poland, Syria and Bulgaria, and many international organizations.
Long live Alma Mater! Vivat! Crescat! Floreat!
At the meeting of the Academic Council of the SU-HSE on May 30, the concept of the curriculum for foreign students "Math in Moscow" was approved, which is being implemented jointly with the Independent Moscow University and the Moscow Center for Continuous mathematics education... Dean of the Faculty of Mathematics Sergei Lando and Program Manager Irina Paramonova.
- The Math in Moscow program, in which foreign students study mathematics and get to know Moscow during a semester, has been implemented from 2001 to the present day without the participation of HSE. How did it come about? Where did the first students come from?
We liked the idea and started thinking about how to organize a similar program in Moscow. We talked with the teachers, formed a list of courses and sent a detailed proposal to our friends - famous mathematicians working in the USA and Canada, with a request to discuss it at the mathematics departments of their universities. At the same time, they began to work on the creation of the program website. The entire fall semester of 2000, the rector of the Independent Moscow University, Yuli Sergeevich Ilyashenko, who is also a professor at Cornell University in the United States, devoted to active promotion of the Math in Moscow program at American universities.
As a result, only one student from Cornell University came to visit us in the spring of 2001. In the fall semester of 2001, only one student from the University of Toronto (Canada), who came to Moscow for the academic year, also participated in the program. However, the American Mathematical Society soon became interested in the program, and the US National Science Foundation decided to allocate 10 grants annually for program participants (five for each semester). Thus, in the spring of 2002, 10 more students joined the fall semester, including two from Berkeley and one from MIT. In the fall of 2002, Harvard, Chicago and Montreal were added to the list of leading universities that send their students to us.
Over the 8 years of the program's existence, we have been visited by students from almost all leading US universities. A complete list of universities can be found at www.mccme.ru/mathinmoscow, as well as full list graduates by semester.
By the way, today there are only three such programs in the world: ours, in Budapest and at the University of Pennsylvania (USA).
- Known Russian mathematicians- for example, Academician of the Russian Academy of Sciences Vladimir Arnold - it is often said that the level of teaching mathematics in foreign schools, primarily in the United States, is much lower than in Russia. Only jokes are not told about this. Is it really so? And what is the situation with mathematics in leading Western universities?
There really is such a problem. And although I myself did not teach in the United States, I analyzed the programs of mathematical courses at various American universities and noticed significant differences from Russian programs, especially in junior courses.
The fundamental difference is that in Russia any mathematical course at any institute cannot be imagined without proof. Sometimes, in non-mathematical specialties, some of the most complex technical details of proofs may be omitted. But the main ideological points are always accompanied by evidence. In the United States, in junior courses, all mathematical disciplines are mainly studied as a set of computing techniques. In addition, there are some mathematical disciplines, the serious teaching of which in the United States begins only in graduate school, while in Russia in any technical university they are studied in the first or second year.
- Does this mean that the level of your foreign students leaves much to be desired?
Students who are capable and interested in mathematics are everywhere. It is these students who come to us (for those who just want to come to Russia, it is easier to take part in some language program). They all received excellent recommendations from their American math teachers and were among the best at their universities. Of course, there are both very strong students and those who are weaker. But the program is small, and we offer courses at three levels - beginner (assuming only the presence basic education), intermediate and advanced. As a result, everyone has the opportunity to learn exactly as much as they want and can.
One of our graduates, and not the strongest in his semester, wrote to me that during the semester he had so far surpassed all his fellow students that he was already bored at his university, and he wants to go to some more serious university. Once the head of the graduate school of an American university approached me with a request to recommend our students to him, because they really liked one of our graduates (also not the strongest in their semester), whom they accepted into their graduate school.
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- The concept, approved by the Academic Council, named five reasons for joining the Math in Moscow program to the State University - Higher School of Economics, including expanding the range of courses and specializations and the opportunity to attract foreign students to longer programs. Explain which courses and specializations will be added to the existing ones and what are the prospects for attracting foreign students for regular training?
The program is now aimed at students specializing in mathematics or computer science. The general list includes 24 mathematical courses and 5 humanitarian courses (history of Russia, history of mathematics, Russian literature and Russian language at two levels). Joining the SU-HSE to the program will expand the range of both mathematical and, first of all, humanitarian courses - this area is represented at HSE much richer than at the Independent University of Moscow. We hope that this broadening of the spectrum will benefit the program and increase the pool of potential participants.
As for the regular education of foreign students, as far as I know, the HSE management is seriously concerned about the development of this area. Here our program can serve as a testing ground for a whole range of courses and models of interaction with students. It is also assumed that the courses "Math in Moscow" will be open for Russian students that will enable them to acquire teaching skills in English.
Today, however, I would not consider North America as a potential market - there is no reason to believe that Americans or Canadians will go en masse to study in Moscow for bachelors, this is rather exotic for them. Europeans do not pay tuition fees in their countries, nor will they pay in Russia (there are only a few participants from European countries in the "Math in Moscow" program). China and Korea, on the other hand, can serve as a source of well-trained and motivated students, which, of course, requires a lot of upfront work. At higher levels - in master's and postgraduate studies, where education is not so massive, you can try to attract students from everywhere, relying on unique specialists working for us.
- You have extensive experience working with both foreign and Russian students. What is the difference between them in relation to the study of mathematics? I mean motivation, ability, starting level, diligence.
The Independent University of Moscow is a very small university that trains professional mathematicians. It is very difficult to study in it, therefore all our Russian students are very motivated, and according to the level of mathematical abilities they are divided into strong and very strong.
The best foreign students are comparable in ability to the Russian ones. But, as I said, the range of both abilities and motivations of Americans is much wider. The starting level of mathematical training depends primarily on the educational system. In general, the basic training of Russian students is more thorough than American students. As for diligence, this is a very personal characteristic. But, perhaps, such diligence, which was shown by some (by no means all) participants in the program with a weaker than the rest, starting preparation, I have hardly seen among Russian students.
- It is believed that Russian school v broad sense this word is strong in the traditions of mathematical education. But has it not lost its advantages over the past 15-20 years? What is being done to preserve advantages in general and in particular - within the framework of the Higher School of Economics?
The secondary school suffered quite serious losses due to the fact that the children of those who left the country in the nineties did not come to study there. I don’t think there was any serious research on this, but these children in general were probably tuned in to learning, including math, and well prepared. Their absence - along with many other reasons - has led to a decline in secondary education.
At the same time, the school is sluggish, and good teachers out of habit continue to teach well. This can be seen from the students of the Independent Moscow University - there is no course for the course, but there is no feeling that the fluctuations were of a damping nature. Today's graduate students are not inferior to the first graduates. In addition, the reins released in the 1990s Russian education allowed the creation of a number of new schools throughout the country, and some of them have earned a good reputation during this time, allowing them to compete with the previous leaders, and in some cases even surpass them. The creation of the Faculty of Mathematics at SU-HSE will also, I hope, contribute to the development of the advantages of Russian education.
Interviewed by Boris Startsev
Almost every second Muscovite under 30 is currently studying. After graduating from the university, he enters graduate school, or MBA courses, or goes to receive a second higher or additional professional education. And this is not to mention the boom of master classes and public lectures, which tell about everything in the world - from nuclear physics to molecular cuisine.
The thirst for knowledge is mainly satisfied by indie schools. This is a rather desperate general term: it also means the consortium "British", which trains the "proletariat of creative industries"; and the Strelka Institute, where urbanists - creators and visionaries are nurtured; and the Russian School of Economics - the forge of "white collars"; and the Independent University of Moscow, full of gifted mathematicians. The Village Chief Editor Artyom Efimov understood how indie schools work and how they can help renew traditional Russian higher education.
The high school crisis
More than half of Russian universities are state-owned. The rest are licensed and accredited by the state in specialties. Everyone knows that they teach better at Moscow State University or HSE than at other universities. But formally, the diplomas of the grand universities are equivalent to any other. Only in 2010 did the status of a "national research university" appear - it was assigned, in particular, to the same "HSE", "Baumanka", MGSU, MISIS, MEPhI, MIPT, MAI, MEI, the Institute of Oil and Gas. And this is not to mention the Moscow State University and St. Petersburg State University, whose special status is spelled out even in the law "On Education".
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A diploma is usually not decisive in a graduate's career. For example, only one out of 20 graduates of Moscow universities works in their specialty. The tuition of each state student (and there are about 40% of those) costs taxpayers about 150-200 thousand rubles a year. If, for example, a person with an art diploma works as a journalist, this money is probably not completely wasted: in the end, good humanitarian training in journalistic work will come in handy. But when, say, a certified civil engineer sells cell phones, it means that either he went to study, not fully understanding what and why, or they taught him the wrong thing and not the way employers need it. In any case, this is a failure of the education system and a waste of budget money. When people enter a university, they are not always interested in new knowledge. The slope from the army and the hostel in Moscow are often much more motivating. Craving for knowledge and desire to master new profession usually wakes up later, when one higher education and some work experience is already there. Additional vocational and second higher education, as a rule, cost money, and that's another story altogether. “In Russia, if there is a choice - to invest in education or in a new car, a person is likely to choose a car,” says Ekaterina Cherkes-zade, director of the Scream School and the Moscow Film School. - And even if he paid for education, |
Russians have universities located students are learning proportion of students On average in rubles it costs Russian taxpayers to train each student on a state budget |
it seems to him that further it is possible not to strain. Tuition discredited by state universities with budget places and unscrupulous private universities that actually sell a diploma without knowledge. "
What is DPO
The economic crisis contributed a lot to the fashion for additional education: many industries collapsed, and people en masse had to master new professions. Supply Follows Demand: Private school leaders confirm education is becoming a fashion business. For the Russian mentality, this, of course, sounds blasphemous.
Since 2012, additional vocational education(DPO), with the exception of specific areas such as civil service, pedagogy or private security activities, are not subject to state accreditation. This means that the school itself, and not on the basis of state-imposed educational standards, can determine what and how to teach its students. Graduates receive not a state diploma, but their own school diploma, the value of which is determined solely by the reputation of the educational institution. It is assumed that over time, a system of accreditation of additional vocational education by professional communities will appear.
The refusal of the state to regulate the CVE system forces schools to compete with brands, quality and cost of education. The effectiveness of additional education is determined by how well it meets the requirements of the relevant industry, and the authority of the school in the industry. Accordingly, schools that simply stamped state sample diplomas, collecting money for this under the guise of tuition fees, in theory, should go down the drain: getting additional vocational education "for the sake of a crust" is now, in general, pointless.
Rector of the Russian School of Economics Sergei Guriev recalls that his school "has existed quite successfully without accreditation for the first 13 years, and the European University at St. Petersburg even longer." According to Guriev, "a really serious distorting factor" in the competition for applicants is the army conscription. Vice-Rector for Science of the Independent University of Moscow Mikhail Tsfasman, answering the question about the costs of independence, also first of all recalls the absence of a delay.
Creative professions
British Higher School of Art and Design attracts many applicants with expensive but prestigious British higher education and a diploma from the University of Hertfordshire. The architectural school MARCH, opened this year by the famous architect Yevgeny Ass, who left MARCHI as a too inert institution, also offers master's program jointly developed with the Department of Architecture and Spatial Design, Metropolitan University of London, and a British graduate degree.
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TOTAL STUDENTS |
type of diploma DPO + |
Financing Pay |
A British diploma in itself and even in a package with a portfolio does not guarantee anything to the graduates of the Russian "Britanka" who are planning to make a career in the West: there is enough "creative proletariat" of its own. However, the Russians also have their advantage - a fresh look, says Ekaterina Cherkes-zade, director of the Scream School and the Moscow Film School. On the domestic market, a British diploma is, of course, a very prestigious crust.
By Russian standards, all schools of the British consortium are institutions of additional professional education. Ekaterina Cherkes-zade explains that this status gives the greatest freedom: “Many professions that we teach at Scream School are simply not in any registers, so they can be taught only within the framework of additional education. In addition, no educational standards can keep up with the development of computer graphics. " In order for educational programs to remain effective and in demand by the industry, they need to be constantly reviewed.
However, says Cherkeszadeh, in the creative industries no one looks at a diploma - they look at a portfolio. The maximum effort is put into it in the British consortium.
Freedom and independence
CVE schools often emerge as small training workshops for companies that face staff shortages and decide to train the necessary specialists for themselves. In this case, everything is simple with education standards: suitable for the needs of a particular company, which means a good education... Accordingly, this company finances the school, so it is not necessary for it to earn money on its own.
The indie school is different in that it does not serve a specific company, but the industry as a whole. It should be, as they say, equidistant from all market players. Accordingly, she cannot afford to be financially dependent on any one sponsor, but ideally she should make money on her own.
However, such a school depends on the market and is forced to limit its own creative search to please its requirements. So the concept of freedom unexpectedly comes into conflict with the concept of independence. Freedom is also the right to make mistakes: for example, on an expensive research with an unobvious result. When a school is a commercial enterprise, it can hardly afford that.
Institute of Media, Architecture
and Strelka design
Founded in 2009
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TYPE OF DIPLOMA Own sample |
FINANCING Donations + paid research + Strelka bar |
For example, Strelka Institute for Design, Media and Architecture cannot be considered independent in the sense that Britanka is independent. Strelka depends mainly on the money of two sponsors - Alexander Mamut and Sergey Adonyev. Education at Strelka is free, and the income from the bar and from commercial activities (consulting) is enough to cover only a small part of the costs. “This is initially a philanthropic project,” Yekaterina Girshina, director of Strelka's open programs, readily admits.
But Strelka is, of course, freer in choosing what and how to teach: it does not train strong professionals for specific industries, like the British consortium, but creators and visionaries. “We have a mission: to change the landscape - physical and metaphysical,” says Varvara Melnikova, director of Strelka. - We must prepare people who will become leaders of change, primarily in urbanism. Such people should work in government bodies, in public organizations, in business, in creative fields. "
Business education
From the mid-2000s until very recently, there was a boom in Russia MBA programs(Master of Business Administration) - business schools of intensive training based on the case-study method for middle and senior managers. From 2004 to 2012, these programs were subject to state accreditation as additional professional education.
Founded in 1991
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Vladimir Arnold, Nikolai Konstantinov and other founders of the Independent Moscow University, remarkable scientists and teachers, left the Faculty of Mechanics and Mathematics of Moscow State University more than twenty years ago to teach mathematics without looking back at the standards and methods that they considered outdated. NMU accepts no exams, they don't even require a certificate. There is no schedule of classes as such: they post the schedule of classes - and the student himself decides where to go. At the seminars, everyone is given the same tasks and encouraged to discuss the solution.
More than 200 people are admitted to the NMU annually. Of these, four or five survive to graduate. NMU does not take money for tuition and is solely funded by donations. Its sponsors include the Dynasty Foundation, Yandex, the Soros Open Society Institute, and even the French embassy. "For twenty years, NMU has not collapsed," says Vice-Rector for Science Mikhail Tsfasman, "which means it is more stable than democracy in Russia." At the same time, Tsfasman admits that it would be better for the university to take money from the state, "especially if it were stable funding, not particularly burdened with conditions."
Where to grow
“I responsibly affirm that today independence [non-state universities] does not bring any formal advantages,” says NES Rector Sergei Guriev. He notes that recently, state universities, especially national research universities and federal universities were given the same academic and managerial freedom as independent ones. At the same time, state universities have guaranteed (albeit chronically insufficient) funding and premises.
“In non-state universities there is a clear understanding of what their mission is - why they were created and why society needs them,” Guriev explains the main advantage of indie education and adds: “In principle, this is how young state universities are arranged - like the Higher School of Economics. and young faculties in them - like a number of faculties of the Academy of National Economy ”.
Guriev is confident that in the near future the first indie universities will appear in Russia, created from above, that is, as a result of the transfer of real power over the state university to the board of trustees.
Throughout its history, higher education throughout the world has invariably developed from elite to mass, generally accessible. Everything else is a struggle for quality and choice of path: should education be public, public or private. In Russia, and above all in Moscow, alongside the traditional state school, private and even a little public higher education began to emerge. It is they who, as far as possible, satisfy the demand, while the state racks its brains over the next reform.
Polina's answer describes the realities of the Russian bureaucracy to a greater extent than the historically established rules for assigning names to scientific organizations. It's simple.
Institute (lat. institutum- establishment, custom, institution) - any organization engaged in any activity. The President of Russia is an institution. The press is an institution. State Astronomical Institute named after Sternberg (scientific organization) is also an institute. And even the Moscow Aviation Institute (educational organization) is a real institute. Almost all educational institutions in Russia are subordinate to the Ministry of Education and Science and are directly controlled by it.
University (lat. universitas- aggregate, community) - a complex that unites philosophers, scientists of various specialties and their students. Universities are usually independent and self-governing, often closed to police and government officials. Often universities not located in big cities, become "city-forming enterprises". In the city of Heidelberg, in which I now live, there are 30 thousand university students per 150 thousand population. Usually, it is universities that confer doctoral degrees (in Russia, until recently, this was done by a special body of the Ministry of Education), while institutes can be the bases for the direct work of scientists, for example, a university graduate student is also an employee of the institute.
Therefore, students of real, historically established universities often do not like to be asked how things are at the "institute". A university is more than an institution. But the bureaucratic nature of Russian education and its accountability to the Ministry of Education instead of university independence deprives universities of the status that universities usually have in other countries. For example, Academician Sadovnichy, in order to be the rector of the university for a longer time, sold the independence of the university to Putin - now the president appoints the rector of Moscow State University, not the academic council.
Academy (from the Greek. Ἀκαδήμεια) - a scientific community, a club. Usually associated with a group of scientific institutions, the best scientists of which are accepted into the academy and receive the corresponding academician status from other academicians. Academies often publish scientific journals and can be an expert community. Some academies also conduct educational activities. At the same time, the academy, in principle, can be founded by anyone, but such academicians will be ridiculed (see RANS). Until recently Russian Academy Science directly ruled over the majority scientific organizations in Russia, but after the 2013 reform, it lost this opportunity, and the institutions began to be managed by FANO officials.
Academician Sadovnichy did not sell anything - he only paid interest on the use of other people's property. Imperial Moscow University originally belonged to the state and was created for its, state, goals, and not for the sake of some kind of research and sciences.
This post is unlikely to be of interest to most of my readers, but if you have children inclined towards exact sciences, I advise you to read it all the same.
When I was in Moscow, Sasha Belavin dragged me to the Independent Moscow University (NMU). To get there, you need to get to the Smolenskaya Koltsevaya metro station, get out, turn right, walk in the shadow of the Ministry of Foreign Affairs
along Money Lane (isn't it a good name?),
turn into Sivtsev Vrazhek, then into Bolshoi Vlasyevsky, and - voilá - in the courtyard of a large house an inconspicuous Arbat mansion. Three floors with a mezzanine.
Sasha told me the history of this university (he also teaches there). That way, in 1988, in the midst of perestroika, when the ban on initiative from below had already weakened, a group of outstanding mathematicians (see my post about Arnold) decided to create a non-state mathematical center. The goal was as follows. Many strong mathematicians with Jewish surnames at that time were not hired in any decent place, such as Moscow State University or Steklovka. They earned money in different sharashkas, but, despite world recognition, they could not add a worthy title "professor" to their name. This is how the Independent Moscow University and the Moscow Center for Continuing Mathematical Education (MCNME) arose. A few years later, the original problem was solved by itself (those who wanted to left, and the fierce anti-Semitism that had raged earlier in the Moscow mathematical establishment subsided), but the center remained. People work there not for money (the payment of professors is purely symbolic, in fact, they work on a voluntary basis), but for the sake of a noble idea:
give math education the highest level to the masses. From third graders to high school students, from undergraduates to graduate students, to doctoral students and beyond. And this idea has been brilliantly implemented. I can safely say that nowhere in the world * such mathematical education - systematic, comprehensive, deep, inspirational - can be obtained. Only here.
If you want your child to have a brilliant career in mathematics, this is the place for you. For non-Muscovites, they organize two-three-month summer math camps.
At first, it was assumed that NMU would be an ordinary day university, i.e. will recruit students (who will receive an exemption from the army) and teach them in the daytime. It didn't work, they weren't given accreditation. Therefore, classes there begin at 3-4 days, listeners of lectures are formally students / graduate students in other universities. All comers are accepted at NMU, no entrance exams. And they give a graduation diploma, which in the world has the same weight (if not more) as a Princeton or Harvard diploma. Like this!
Most of the professors of NMU, who previously had to earn a living in hell, now work (in the morning) at the mathematics department of the Higher School of Economics and receive relatively reasonable salaries. The Faculty of Mathematics of the Higher School of Economics is a new mecca for Moscow mathematicians.
More detailed information
Study programs for 1st and 2nd year students. 
Dining room at NMU. 
Activities for toddlers. 
Olympiads for high school students. 
Computers for children. 
Set for children's summer camp. 
Serious uncles in the conference room after the seminar. 
Rector. 
NMU has a small Russian-French laboratory (named after Poncelet) sponsored by the French Center national de la recherche scientifique. It was here that Alyosha Zamolodchikov came from Montpellier (for a year), and here, suddenly, he died tragically. 
The mansion is pretty ragged inside. Mathematicians are not bankers, what is really there. But there are coffee machines everywhere, they give coffee for free. To keep the disorganized coffee-loving mathematicians from piling on piles of dirty cups, the following posters hang everywhere: 
MCNMO has its own (completely unique) publishing house. 
They published in Russian a book about Felix Berezin, which I published in Singapore a few years ago in English. Publishing a bookstore.
Pay attention to Zvonkin's book. It's just a miracle for kids. 
This man in front of me bought a whole box of books. 
I did not lag behind him. I stuffed my backpack with books. Arnold, Tabachnikov and Fuchs, Larkin, etc.
The concentration of such bearded men around NMU is off the charts. 