The article presents an integrated analysis of the transformation of the Russian education system (2019–2025), where on the basis of data monitoring INU HSE, results of EVS and questionnaires in the GAAP and WGGU were identified: stable divergence of educational results, paradox of the EES and the triad of deficits of scientific socialization (limited transmission of knowledge, weak self-educational strategies -, low scientific involvement). The study demonstrates that the introduction of the Bologna process and the transition to a two-tier model of education caused polarization of the academic community, with systemic problems identified (divergence of formal indicators and real competences, disciplinary imbalance, deficits in scientific adaptation) and require a review of educational succession mechanisms. The results obtained, including the developed methodology of assessment of educational succession and system of differentiated support measures, have practical relevance for modernization: systems of assessment of results, dual system «school-college», development of metacognitive skills, what can be used in shaping education policy and new training standards.
Stolina Kul'tenko (Tue,) studied this question.