About the legal status of university teachers of the Russian Empire

Abstract

Currently, a new reform of higher professional education is planned in Russia. This reform should address a very wide range of issues that characterize different aspects of the life of institutions of higher professional education, both organizational, defining the external forms of this life, and the substantive aspects of the activities of universities, i. e. those that determine the meaning of their very existence. It is quite obvious that any social reform, before starting its implementation, should have answers to three main questions. First of all, it requires the most detailed analysis of the current and current model, identification and statement of negative and, which is not excluded at all, positive aspects in its functioning. Secondly, we need to strive to build as detailed a project as possible of the model that should be created as a result of the reform. Finally, it is very important to develop a mechanism for the transition from the current model to the new one. This mechanism should also be very specific and variable. I would like to hope that the current reformers not only formulated these three questions, but also gave answers to them. When solving all three issues, it is necessary to rely on historical experience. On the one hand, practice gives us numerous examples of various types of education models — both effective and questionable in this regard. On the other hand, there are no less numerous examples of actual education reforms, i. e. technologies of transition from one educational model to another. This experience must be taken into account. And Russia is no exception here.