On the question of the new architecture of the Russian educational space

Introduction . After leaving the Bologna system, the Russian education system faced many new challenges. Most of them are associated with the carelessness of developing new, relatively autonomous algorithms for the transformation of the Russian educational system. Purpose setting . The article considers a set of factors determining the creation of such algorithms. Methodology and methods of the study . The methodology of the analysis of such algorithms is based on a predictive analysis of the prospects for the development of the Russian educational space, presented by Russian and foreign trendwatchers. The models of the future world economy focused on the processes of transformation of the education system. The object of research is limited to the sphere of higher professional education. The object of research is limited to the sphere of higher professional education. Results . Usually global education is explicated as «filling» national education systems with global knowledge, meanings and values. By and large, the latter were the methodological foundations of liberal models, similar to the models of R. Henvey and M. Botkin. The world as a whole, humanity as a global community, humanism, holism made up the qualitative features of liberal education in its global discourse. But the withdrawal from the Bologna system, the change in the economic and socio-political situation raised the question of forming a new view on the problems of globalization of education for Russian regulators. The output itself can be viewed in two ways. On the one hand, as an unsuccessful finale of the integration of the Russian educational space into the European (and in parallel into the world) educational space. On the other hand, as the beginning of the creation of an updated (new) nationally oriented education system. Education is a platform for the development of the country»s human and social capital. It has a polymorphic structure and its development is determined by a multiple set of external and internal factors. The main external factors are associated with the beginning of the formation of a new world economic order, and internal ones with the willingness of the country, the state and the people to «accept» it as reality and function in this reality. Conclusions . Analysis of such conditions shows that by leaving the Bologna system, Russia emphasizes two vectors of development of its education system: «distrust» of the Anglo-Saxon and Humboldtian models of the organization of educational space and the need to develop a new architecture of its own, national (different from global variants) type of such space. As main goal of such space is proclaimed the creation of nationally oriented technological, cognitive and educational sovereignties.