Academic journal article Asian Social Science

The State Unified Exam as a Requirement in Russia's New Economic Relations

Academic journal article Asian Social Science

The State Unified Exam as a Requirement in Russia's New Economic Relations

Article excerpt


This article examines the issues of the low quality of knowledge, reflected in the results of the last State Unified Exam (SUE), in the context of the shift of the national economy of the Russian Federation towards innovative national development. A special focus is on the analysis of recent years' changes in SUE results and the low effectiveness of the use of relevant resources in the educational system. The author proposes integrating the principle of continuing individualized education with the financial capabilities of the state and the population through the use of the mechanism of a universal electronic card.

Keywords: knowledge economy, State Unified exam, higher education reform, educational services, universal electronic card

1. Introduction

The State Unified Exam remains one of the most challenging subjects in terms of Russian education reform. The recent 12-point decrease in the threshold SUE minimum in Russian sparked a wave of both criticism and support on the part of the public.

However, we should approach the exam results with care not just in terms of the present-day state of Russian education but rather in terms of prospects in the development of society itself (Gorin et al., 2013; Trukhachev, 2013; Zaitseva & Popova, 2013). It is the latter, in our view, that there is a lack of.

When it comes to arguments behind the criticism, the most common ones suggest that the current system of knowledge control is destroying its content and the very secondary school, whose graduates are keen on not so much acquiring knowledge but being able to pass tests, rather. Many colleges are unable to enroll the right students, with the list of those instituting additional entrance trials increasingly growing.

Reform proponents, those in favor of reforming the SUE in particular, are talking about easing entering the capital's colleges for children from remote regions.

But the question arises as to what particular facts have to do with future social-economic development, whether the development of education in Russia is oriented towards improving the quality of selection of future students or whether education has to fulfill major social-economic functions, and where the issue of selection fits here then, in the first place.

It should be noted, above all, that amid the transformation of modern society into a knowledge society the educational system is becoming a central organizational-economic instrument for the formation of a new quality of human capital (Bobryshev et al., 2014; Gerasimov et al., 2014). Furthermore, educational services themselves have turned into an object for the formation of new economic and financial relations, which will be the basis of the entire social-economic system.

In this context, all employed instruments for reforming education ought to be oriented not towards enhancing and developing existing economic relations (Trukhachev et al., 2014; Gerasimov et al., 2013; Berezhnoy et al., 2014) but be adapted to the relations of the knowledge economy.

At the same time, the major objectives in the development of the educational system, established for the near future, do not address the most crucial point-raising the issue of the making of a new system of funding education, the hour for which is intrinsically ripe right now and which is crucial to the shift to a knowledge society (Sklyarov & Sklyarova, 2009).

2. Methods

An increase in the share of science-intensive production, inherent to the knowledge economy, provides a rationale for increased demand for a highly qualified workforce. In a market economy, people who are more educated have the opportunity to receive a higher remuneration for their work. Furthermore, human capital accumulated as a result of going to college translates into not just economic benefits but an improvement in the quality of life.

A top priority for state policy makers in the sphere of education is boosting the quality and level of education for all strata of the population regardless of the citizen's descent, income, and place of residence. …

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