Policy Analysis Of "the Integration Of Science And Higher Education" In The Transitional Period Of Russia

Ever since its first birth (in the early 18th century), the science in Russia develops in a road that separates from higher education. After the breakup of the Soviet Union in the early 1990s, Russia marched into a transition era which is from plan-oriented economy to market-oriented economy. In order to fundamentally change the historical status of the distinction between science and higher education, and to protect and develop existing scientific resources, so that the resources of human power, materials, and finance could be configured efficaciously, Russian government adopts a"integration of science and higher education"policy, which is a part of the policies that are currently carried out. A deep study of this policy, in my view, will not only be helpful to understand the status quo of the reformation of science in Russia, but also be used for reference in dealing with the relation between science and higher education in China's future reformation of science and technology system.Based on a comprehensive analysis of Russian, English, Chinese literature and adopting research methods such as comparing analysis, case analysis, expert interviews and model analysis, I studied Russia's"integration of science and higher education"policy from the perspectives of its background, texts, theory, and practice. Through a comparing study, I summarized Russia's former model of the relation between science and higher education (which is a model of separation), the ideal model of"integration of science and higher education,"and China's current model of the relation between science and higher education (which is a model of containing). On this basis, I brought forward an inter-related model of"integration of science and higher education."This model includes two parts-strong one and weak one. The former refers to which integration of science and higher education can be implemented if the whole situation is permitted; the latter refers to implementing integration only within the limits of regions because the place is unsuitable to implement overall integration if the positive conditions are not suitable. The two integrations can progress commonly and mix together step by step from learning each other and making progress andovercoming their own weak points by promoting and exchanging after having accumulated experiments for some time. Through this model, I try to achieve the purpose that the limitation of Russia's ideal"integration of science and higher education,"and China's current model could be overcome.