We have a great cooperation history in academic science: 2,800 joint publications. In this regard, France is Russia’s distinguished partner. There is another distinguished field: mathematics. <…> There are 44 joint projects in the Arctic, in nuclear physics. <…> We have great opportunities to develop [scientific cooperation, – Ed.]. We can develop a digital platform so that students can take part in different competitions on AI development — Pierre Morel, Co-Chairman, Trianon Dialogue Forum; Ambassador of the French Republic to the Russian Federation (1992-1996).
During the past years we have reached a lot in the interuniversity cooperation. 10–15 years ago, we had only a few projects with French universities. Today, it is nearly every year we have new master’s programmes appearing and it is happening on the level of regional universities of France and Russia — Anatoly Torkunov, Rector, MGIMO University.
Engineer training is the development core of our relationship. It already exists in energy; it is in the cards for oil and gas industry. The picture in the energy sector is going to change significantly in the next 15 years — Dominique Fache, Chairman of the Board of Directors, Russian Technology Foundation (RTF); Member of the International Award Committee, Global Energy Association .
Translators’ trade has 10–12 years left. It will not be the finest of translations, but it will be enough for radical disruption. Our university market, our commercial offers will be available to absolutely everyone. It is an incredible expansion and a challenge to our competitiveness — Yaroslav Kuzminov, Rector, National Research University Higher School of Economics .
We have surveyed young people aged 18–35 who study French at a university or independently. <…> The expect that French education will help them get a better job in Russia. <…> [They] wish to get French education not to change their professional or personal trajectory but rather to obtain better competences in their field — Valery Fedorov, Director General, Russian Public Opinion Research Center (VCIOM).
On the one hand, the paradigm of academic perfection, combined with the economic logic and advantages of competition – it dominates today. On the other hand, [according to] the report written by Nobel prize winners GDP is not always a good measure for the economic efficiency. There are other parameters that have to do with quality of life and the development of values. The role of Trianon Dialogue is in preserving these values. The dream of globalization <…> sometimes makes us give up these values — Eduard Galazhinsky, Rector, National Research Tomsk State University.
70% of trades that will be prevalent in 2030 do not yet exist. It means we are yet unaware of the skills young people will need. For [economies] of our countries to grow we need to define the competences of the future and teach them to our youth — Florence Verzelen, Executive Vice-President for Industry Solutions, Marketing, Global Affairs and Communications, Dassault Systemes SE.
We see the process of total reevaluation of the way education system, state, employer, and an individual interact. This is driven by the professional deficit brought about by the ‘skill pit’ when two out of five workers are either underqualified or overqualified. It appears that in the current system makes the problem unresolvable. The system of education trains everyone the same, while the employer every time has to train them anew — Anton Stepanenko, Director, The Boston Consulting Group Moscow Office.
Two thirds of global population do not have Internet access. 25% of French citizens are totally digitally illiterate. New barriers may arise, namely the digital one. New technologies do not necessarily lead to various to common good — Gervais Pellissier, Deputy Chief Executive Officer, Orange Group.
There generally is quite a bit of interest to France. <…> There is cooperation with French education institutions, many French professors take up labs with us. However, I see that we have slowed down, and we did so from both sides. We need to expand our potential when we are not living it to the full — Nikolay Kudryavtsev, Rector, FSAEI HPE «Moscow Institute of Physics and Technology State University».
Since 1991, we work a lot with French universities, and we have nearly 20 partnering universities in France. We have four double diploma programmes. We have seen better times and I hope they are coming back — Igor Maksimtsev, Rector, Saint Petersburg State University of Economics .
There are 5,300 Russian students in France and only 200 French students in Russia. It is quite a difference. <…> In fact, we have more agreements than students — Pierre Morel, Co-Chairman, Trianon Dialogue Forum; Ambassador of the French Republic to the Russian Federation (1992-1996).
Russia and France share another challenge. Global market runs in English. <…> Russia and France work in their own niches that gravitate towards Russian and French cultures but even in those countries these languages are in decline — Yaroslav Kuzminov, Rector, National Research University Higher School of Economics .
Key issue for Russia: increase funding for universities and science — Dominique Fache, Chairman of the Board of Directors, Russian Technology Foundation (RTF); Member of the International Award Committee, Global Energy Association .
The most promising line of work is creating mutual education programmes <…> that would allow the applicants obtain either a Master’s degree <…> or a PhD. Quite a lot has been done with Master’s, but PhD are still a problem from a legal standpoint. 21 universities in Russia do not have the right to award either Master’s or PhD without Higher Attestation Commission <…> while it is them who need to pioneer the promotion of double post-graduate programme — Anatoly Torkunov, Rector, MGIMO University.
In the goal outline for our university, we are giving up a term ‘a professional’ and we are replacing it with ‘a transprofessional’. These words signify the ability to go over professional borders, to adapt, and yet retain depth of skills. Russian and French educations are both fundamental and deep. We should not lose this value — Eduard Galazhinsky, Rector, National Research Tomsk State University.
We need to form a link between the education process and business. We created teaching mechanisms, for instance, in engineering that allow us to validate and develop certain practical skills. I am also talking about the link between the educational centre, the enterprise and a student — Sebastien Leoncel, Director for International Relations, Conservatoire National Des Arts et Métiers.
Countries and employers that are ready to trust a person win by building an entire system of self-fulfillment around that person. <…> It means there must be cooperation between the employer and the university. Curiously enough, employers at our roundtable talk a great deal about it, while our colleagues from the education system do so quite less — Anton Stepanenko, Director, The Boston Consulting Group Moscow Office.