Report - UNDP Russia
Report - UNDP Russia Report - UNDP Russia
Box 3.1. Education for the power industryEducation of new specialists for the powerengineering industry is of great significance fordevelopment of Russia’s innovative economy.Creative engineers, developers and designers arethe people who must bring advancedtechnologies to Russia’s power industry and otherindustrial sectors to make them more competitive.Engineering universities are not only suppliers ofhuman resources; they also develop newtechnologies, production processes and promisingnew segments in the power industry and othersectors.We will first try to assess the scale andstructure of training provided by the Russian highereducation system to meet the needs of Russia’spower engineering industry (Table 3.1.1). In the pastdecade the number of graduates with a degree in‘Power engineering and electrical equipment’(specialization No. 140000 in the higher educationcurriculum) has increased almost threefold inabsolute terms, and the share of this subject in thetotal number of technical graduates has increased by3%. However, power engineering has not beenspared by the general decline in the share ofengineering graduates among all graduates of theRussian higher education system. The share of powersector graduates in all higher-education graduatesdeclined by 0.6 percentage points from 1995 to 2006.Hardly any private universities offer coursesin power engineering (just 0.6% of all graduates in thesubject in 2006 were from private universities).However, the number of students majoring in powerengineering at state high schools on a paid basis issteadily increasing, which testifies to popularity of theprofession. The share of students with statescholarships majoring in power engineering andelectrical equipment fell from 73% in 2003 to 57.7% in2006.So the trends revealed by analysis ofstructural changes in power engineering education atRussia’s higher education schools are the same as forall engineering professions 15 :• Steady increase in the absolute number ofengineering students and graduates;Table 3.1.1Total graduates, engineering graduates, and graduates in power engineering and electricalequipment (PE), 1995-2006 161995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006Total graduates(thousand)396 415 458 501 555 635 720 840 977 1077 1152 1255PE share in totalgraduates, %2.99 2.74 2.48 2.11 2.08 2.09 2.09 1.91 1.87 2.30 2.31 2.31Total engineeringgraduates (thousand)157 161 160 160 172 191 207 230 252 233 252 275PE share in engineeringgraduates, %7.55 7,08 7.07 6.62 6.70 6.97 7.27 6.98 7.25 10.61 10.57 10.54PE graduates (thousand) 11.8 11.4 11.3 10.6 11.5 13.3 15 16.1 18.3 24.8 26.7 29* Education in Russia:2007. Statistics Bulletin. M., GU-VHSE, 2007.15See.: I. Dezhina, I. Frumin. Engineering education in Russia and its link with innovative activities// From knowledge towealth; integrating science and higher education for the development of Russia. M., 2006, p. 278-318. //16It is noteworthy that prior to 2004 the Russian National Profession Classifier made a distinction between powerengineering and electrical equipment, which were recorded as two different professions. The share of power engineeringgraduates in total graduates in both specializations rose from 59% to 63% in 1995-2003, and it can be assumed that thistrend continued after 2003.70 National Human Development Report in the Russian Federation 2009
• Steady decrease in the percentage ofengineering students and graduates in all highereducationstudents and graduates;• Only state universities offer training in the field.However, there are a number of importantquestions, the answers to which help to obtain anaccurate picture of prospects for the powerengineering industry in Russia:1. Does the power industry really need 29,000engineers every year?2. Does the quality of education of these newengineers meet current and forecast needs of theindustry?There are serious questions marks over thequality of students, who are being prepared forcareers in the power industry. Analysis of universityadmissions in 2009 shows that all types ofengineering higher education in Russia areexperiencing a serious crisis: up to 50% of thoseadmitted to higher education schools had scoredonly three out of five for mathematics and physicsin the five-point system, which is used to assessRussian school pupils (a score of three is equivalentto ‘satisfactory’ or a C-grade). It is unlikely that thesestudents will be capable of acquiring the necessaryprofessional competencies 17 .Power engineering and electrical equipmentis currently among the most popular engineeringspecializations, attracting relatively strong applicants.The average school-leaving exam score of studentsapplying successfully for state scholarships to studypower engineering and electrical equipment is 64.1.However, the average score for applicants who obtaina scholarship in humanity subjects is 76.4, and ineconomics and management it is 71.4. Clearly, thebest school leavers have limited interest inengineering professions 18 .As can be seen from the table, the quality ofstudents admitted to study power industryspecializations is as dubious as for other engineeringprofessions. It should be noted that the minimumadmission requirements at Moscow universities 19correspond to a weak 3 (weak C-grade): a score of48.1 in the school-leaving exam for a statescholarship and 42.7 for admission as a tuitionpaying student (Table 3.1.2).There is much stratification both within singleuniversities and between different universities.Comparing admission scores for state-funded places,the threshold for courses within the powerengineering and electrical equipment group was 57,to study nuclear reactors and energy installations atMIFI, while the admission score to study nuclear andparticle physics at the very same school was only 42.And the admission score for plasma powerinstallations at MAI was just 33 20 .The higher education process itself is alsoriddled with problems. In the spring of 2009, researchwas carried out at a number of engineeringuniversities across Russia to find out whether theTable 3.1.2Average score achieved at 2009 school-leaving exam among applicants to study power engineeringand electrical equipment at Moscow and Siberian universities 21State scholarshipsState scholarship studentsTuition paying studentsavailableAverage score Admission score Average score Admission scoreMoscow Siberia Moscow Siberia Moscow Siberia Moscow Siberia Moscow Siberia2382 1040 64.1 68.8 48.1 58.9 53.6 49.9 42.7 41.717State exam and university admissions. Average score of applicants admitted to Moscow universities on the basis of state exam results,August 2009. M. GU-VHSE, 2009, page 12.18State exam and university admissions. Average score of applicants admitted to Moscow universities on the basis of state exam results,August 2009. M. GU-VHSE, 2009, page 69.19These include: Moscow N. Bauman State Technical University (MGTU), Moscow Power Engineering Institute (MEI), Moscow Physics-Engineering Institute (MIFI), Moscow State Institute of Steel and Alloys (MISIS), Moscow Aviation Institute (MAI), Moscow State RailUniversity (MIIT), Moscow A. Kosygin State Textile University, Moscow State Industry University, Moscow State Engineering EcologyUniversity, Moscow State Applied Bio-Technology University.20State exam and university admissions. Average score of applicants admitted to Moscow universities on the basis of state exam results,August 2009. M. GU-VHSE, 2009, pages 45-46.21State exam and university admissions. Average score of applicants admitted to Moscow universities on the basis of state exam results,August 2009. M. GU-VHSE, 2009, page 73.71
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• Steady decrease in the percentage ofengineering students and graduates in all highereducationstudents and graduates;• Only state universities offer training in the field.However, there are a number of importantquestions, the answers to which help to obtain anaccurate picture of prospects for the powerengineering industry in <strong>Russia</strong>:1. Does the power industry really need 29,000engineers every year?2. Does the quality of education of these newengineers meet current and forecast needs of theindustry?There are serious questions marks over thequality of students, who are being prepared forcareers in the power industry. Analysis of universityadmissions in 2009 shows that all types ofengineering higher education in <strong>Russia</strong> areexperiencing a serious crisis: up to 50% of thoseadmitted to higher education schools had scoredonly three out of five for mathematics and physicsin the five-point system, which is used to assess<strong>Russia</strong>n school pupils (a score of three is equivalentto ‘satisfactory’ or a C-grade). It is unlikely that thesestudents will be capable of acquiring the necessaryprofessional competencies 17 .Power engineering and electrical equipmentis currently among the most popular engineeringspecializations, attracting relatively strong applicants.The average school-leaving exam score of studentsapplying successfully for state scholarships to studypower engineering and electrical equipment is 64.1.However, the average score for applicants who obtaina scholarship in humanity subjects is 76.4, and ineconomics and management it is 71.4. Clearly, thebest school leavers have limited interest inengineering professions 18 .As can be seen from the table, the quality ofstudents admitted to study power industryspecializations is as dubious as for other engineeringprofessions. It should be noted that the minimumadmission requirements at Moscow universities 19correspond to a weak 3 (weak C-grade): a score of48.1 in the school-leaving exam for a statescholarship and 42.7 for admission as a tuitionpaying student (Table 3.1.2).There is much stratification both within singleuniversities and between different universities.Comparing admission scores for state-funded places,the threshold for courses within the powerengineering and electrical equipment group was 57,to study nuclear reactors and energy installations atMIFI, while the admission score to study nuclear andparticle physics at the very same school was only 42.And the admission score for plasma powerinstallations at MAI was just 33 20 .The higher education process itself is alsoriddled with problems. In the spring of 2009, researchwas carried out at a number of engineeringuniversities across <strong>Russia</strong> to find out whether theTable 3.1.2Average score achieved at 2009 school-leaving exam among applicants to study power engineeringand electrical equipment at Moscow and Siberian universities 21State scholarshipsState scholarship studentsTuition paying studentsavailableAverage score Admission score Average score Admission scoreMoscow Siberia Moscow Siberia Moscow Siberia Moscow Siberia Moscow Siberia2382 1040 64.1 68.8 48.1 58.9 53.6 49.9 42.7 41.717State exam and university admissions. Average score of applicants admitted to Moscow universities on the basis of state exam results,August 2009. M. GU-VHSE, 2009, page 12.18State exam and university admissions. Average score of applicants admitted to Moscow universities on the basis of state exam results,August 2009. M. GU-VHSE, 2009, page 69.19These include: Moscow N. Bauman State Technical University (MGTU), Moscow Power Engineering Institute (MEI), Moscow Physics-Engineering Institute (MIFI), Moscow State Institute of Steel and Alloys (MISIS), Moscow Aviation Institute (MAI), Moscow State RailUniversity (MIIT), Moscow A. Kosygin State Textile University, Moscow State Industry University, Moscow State Engineering EcologyUniversity, Moscow State Applied Bio-Technology University.20State exam and university admissions. Average score of applicants admitted to Moscow universities on the basis of state exam results,August 2009. M. GU-VHSE, 2009, pages 45-46.21State exam and university admissions. Average score of applicants admitted to Moscow universities on the basis of state exam results,August 2009. M. GU-VHSE, 2009, page 73.71