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Education in Russia - statistics & facts

General education in russia, higher education in russia, key insights.

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Expected average length of education in Russia 2000-2021

Government spending on education as a GDP share in Russia 2010-2021

PISA ranking of Russia 2015-2018, by category

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Current statistics on this topic.

Government spending on education in Russia 2022, by level

Number of higher education students in Russia 2010-2022

Educational Institutions & Market

Highest earning EdTech platforms in Russia 2023

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• Basic Statistic PISA results in Russia 2006-2018, by category

Education consumer spending in Europe 2020, by country

Ranking of the total consumer spending on education in Europe by country 2020 (in million U.S. dollars)

Number of universities worldwide in 2023, by country

Estimated number of universities worldwide as of July 2023, by country

Trust in teachers worldwide 2022, by country

Trust in teachers as of 2022, by country

PISA results in Russia 2006-2018, by category

Programme for International Student Assessment (PISA) results in Russia from 2006 to 2018, by category (in points)

Education spending

• Basic Statistic Government spending on education as a GDP share in Russia 2010-2021
• Basic Statistic Government spending on education in Russia 2022, by level
• Basic Statistic Public education spending per student in Russia 2022, by segment
• Basic Statistic Average consumer prices on education services in Russia 2022
• Premium Statistic Average university tuition in selected regions of Russia 2020
• Basic Statistic Estimated education costs in Russia 2020, by city

Share of government expenditure on education in gross domestic product (GDP) in Russia from 2010 to 2021

Government expenditure on education in Russia in 2022, by segment (in billion Russian rubles)

Public education spending per student in Russia 2022, by segment

Government expenditure on education per student in Russia in 2022, by stage (in 1,000 Russian rubles)

Average consumer prices on education services in Russia 2022

Average consumer prices on selected types of education services in Russia in 2022 (in Russian rubles)

Average university tuition in selected regions of Russia 2020

Average annual tuition fee at higher education institutions in Russia in 2020, by selected federal subject (in 1,000 Russian rubles)

Estimated education costs in Russia 2020, by city

Estimated cost of the entire educational cycle from early childhood to completion of higher education in Russia in 2020, by city (in million Russian rubles)

Preschool & general education

• Premium Statistic Children enrolled in preschool education in Russia 2015-2022
• Basic Statistic Number of school students in Russia 2021, by educational stage
• Basic Statistic Number of school students in Russia 2015-2022, by type of area
• Basic Statistic Unified State Exam average score in Russia 2022, by subject

Children enrolled in preschool education in Russia 2015-2022

Number of children enrolled in preschool institutions in Russia from 2015 to 2022 (in millions)

Number of school students in Russia 2021, by educational stage

Number of students enrolled in general education institutions in Russia as of the beginning of school year 2021/2022, by stage (in 1,000s)

Number of school students in Russia 2015-2022, by type of area

Number of students in state (municipal) schools in Russia from school year 2015/2016 to 2022/2023, by type of area (in millions)

Unified State Exam average score in Russia 2022, by subject

Average score in the Unified State Exam achieved by high school graduates in Russia in 2022, by subject (in points)

Vocational & higher education

• Basic Statistic Professional education admission in Russia 2016-2020, by level
• Basic Statistic Vocational education student count in Russia 2016-2021
• Premium Statistic Number of higher education students in Russia 2010-2022
• Basic Statistic Number of university students in Russia 2014-2022, by degree
• Basic Statistic Number of university students in Russia 2022, by gender and age
• Premium Statistic Number of doctoral students in Russia 2010-2021
• Premium Statistic University admission share in Russia 2017-2020, by funding type
• Basic Statistic Leading Russian universities by QS ranking 2023

Professional education admission in Russia 2016-2020, by level

Admission to professional education institutions in Russia from 2016 to 2020, by type (in 1,000s)

Vocational education student count in Russia 2016-2021

Number of students enrolled in vocational education programs in Russia from school year 2016/2017 to 2021/2022 (in 1,000s)

Number of students enrolled in higher education in Russia from 2010 to 2022 (in 1,000s)

Number of university students in Russia 2014-2022, by degree

Number of students enrolled in higher education institutions in Russia from academic year 2014/2015 to 2022/2023, by degree (in 1,000s)

Number of university students in Russia 2022, by gender and age

Number of higher education students in Russia in academic year 2022/2023, by age and gender

Number of doctoral students in Russia 2010-2021

Number of doctoral students in Russia from 2010 to 2021 (in 1,000s)

University admission share in Russia 2017-2020, by funding type

Distribution of admissions into higher education institutions in Russia from 2017 to 2020, by tuition funding type

Leading Russian universities by QS ranking 2023

Leading universities in Russia by rank in the QS World University Rankings 2023

International students

• Premium Statistic Top host destination of international students worldwide 2022
• Premium Statistic International student share of higher-ed population worldwide in 2022, by country
• Premium Statistic Field of study of international students worldwide 2022, by country
• Premium Statistic Share of foreign university students in Russia 2021/2022, by country
• Premium Statistic Foreign doctoral student count in Russia 2014-2021
• Basic Statistic Best cities for studying abroad in Russia 2022

Top host destination of international students worldwide 2022

Top host destination of international students worldwide in 2022, by number of students

International student share of higher-ed population worldwide in 2022, by country

Countries with the largest amount of international students as a share of the total higher education population in 2022

Field of study of international students worldwide 2022, by country

Field of study of international students worldwide in 2022, by country

Share of foreign university students in Russia 2021/2022, by country

Share of international students enrolled in bachelor's, specialist's, and master's programs in higher education institutions in Russia in school year 2021/2022, by country of origin

Foreign doctoral student count in Russia 2014-2021

Number of foreign doctoral students in Russia from 2014 to 2021 (in 1,000s)

Best cities for studying abroad in Russia 2022

Leading cities for studying abroad in Russia by score in the QS Best Student Cities ranking 2022 (in points)

Institutions & infrastructure

• Basic Statistic Capacity of preschool organizations in Russia 2015-2021
• Basic Statistic General education institution count in Russia 2014-2022
• Basic Statistic Number of village schools in Russia 2010-2022, by ownership
• Premium Statistic University count in selected regions of Russia 2020

Capacity of preschool organizations in Russia 2015-2021

Number of places at preschool education, supervision, and childcare institutions per 1,000 children aged 1-6 years in Russia from 2015 to 2021

General education institution count in Russia 2014-2022

Number of primary, basic general, and general secondary education institutions in Russia from school year 2014/2015 to 2022/2023 (in 1,000s)

Number of village schools in Russia 2010-2022, by ownership

Number of state (municipal) and private schools in rural areas in Russia from school year 2010/2011 to 2022/2023

University count in selected regions of Russia 2020

Number of higher education institutions in Russia in 2020, by selected federal subject

Teaching personnel

• Basic Statistic Number of teachers in Russia 2022, by educational stage
• Basic Statistic School teacher count in Russia 2022, by specialization
• Basic Statistic University employee age distribution in Russia 2022, by position
• Basic Statistic Monthly salary of teachers in Russia 2022, by education segment

Number of teachers in Russia 2022, by educational stage

Number of teaching personnel in education system in Russia in 2022, by segment (n 1,000s)

School teacher count in Russia 2022, by specialization

Number of school teachers in schools in Russia in school year 2022/2023, by specialization

University employee age distribution in Russia 2022, by position

Distribution of higher education employees in Russia in school year 2022/2023, by age group and position

Monthly salary of teachers in Russia 2022, by education segment

Average monthly salary of teaching personnel in Russia in 2022, by educational stage (In Russian rubles)

• Premium Statistic B2C online education market size in Russia 2019-2023
• Basic Statistic Online education market value in Russia 2021, by stage
• Premium Statistic Online education market share in Russia 2021, by segment
• Premium Statistic Highest earning EdTech platforms in Russia 2023

B2C online education market size in Russia 2019-2023

Market volume of B2C online education in Russia from 2019 with a forecast until 2023 (in billion Russian rubles)

Online education market value in Russia 2021, by stage

Estimated revenue of online education in Russia in 2021, by stage (in billion Russian rubles)

Online education market share in Russia 2021, by segment

Estimated share of online in the education market revenue in Russia in 2021, by segment

Leading EdTech platforms in Russia in 3rd quarter 2023, by revenue (in billion Russian rubles)

Public opinion

• Basic Statistic Public assessment of education system in Russia 2021
• Basic Statistic Attitude toward the Unified State Exam in Russia 2009-2023
• Basic Statistic Most popular university major choices in Russia 2020, by gender
• Basic Statistic Factors influencing university major choice in Russia 2020/2021
• Basic Statistic Factors affecting university choice in Russia 2020/2021

Public assessment of education system in Russia 2021

How would you assess the state of our education system?

Attitude toward the Unified State Exam in Russia 2009-2023

What is your opinion on the modern schoolchildren's certification system, the Unified State Exam?

Most popular university major choices in Russia 2020, by gender

Leading fields of study at the university preferred by high school graduates in Russia 2020, by gender

Factors influencing university major choice in Russia 2020/2021

Factors considered by students when choosing a university major in Russia in the academic year 2020/2021

Factors affecting university choice in Russia 2020/2021

Main factors taken into account by students when selecting a university in Russia in the academic year 2020/2021

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The Role of Textbooks in Educational Reform in Russia - Natasha J. Stillman - June 1998

Since glasnost and perestroika, there have been various ideological, curricular, administrative and legislative reforms pertaining to education. However, due to the economic instability of Russia today, its school system faces many difficulties. Among these difficulties are that teachers are grossly underpaid, schools are in serious disrepair, and educators and administrators are often confused about how the recent reforms are to be executed. The unavailability of textbooks, journals and other teaching materials has emerged as one of the Russian teacher’s foremost complaints during the educational reform process. I summarize the then current situation of the education system and discuss the main reasons why the reform processes has been problematic. I conclude by discussing possible financial solutions, and speculating on the future of Russian education.

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Olga Glagoleva

Ben Eklof, Larry E. Holmes and Vera Kaplan, eds. Educational Reform in Post-Soviet Russia: Legacies and Prospects. The Cummings Center Series. London and New York: Frank Cass, 2005. xvi, 350 pp. Appendixes. Glossary. Index.Where will Russia be in ten, twenty years? Will democracy succeed? Answers to these questions depend on the ability of Russian education to bring up a generation of civic-minded citizens who respect democratic values and human rights. To carry out such a monumental task, however, the educational system has first to change itself, depart from Soviet authoritarian approaches and indoctrination, and embrace new pedagogical ideas and technologies. Society's urgent need for educational reform made Boris Yeltsin proclaim education a top state priority in his Decree No. I. The book under review is a collective effort to detect the trends resulting from that historic decree. It seeks "to measure the progress of change" (p. 2) and identify the areas in transi...

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The presented paper discusses the changes in the Russian education system that took place in the years 2013–2016, during the presidency of Vladimir Putin. The analysis encompasses all dimensions of changes in the education system: personnel changes (replacement of Dmitri Livanov by Olga Vasil’eva in the position of the RF Minister of Education and Science), formal ones (development of the new: Concept of a new educational – methodological complex for teaching national history), institutional (reform of the Russian Academy of Sciences) and finally also qualitative changes (introduction of new history textbooks). The article attempts to show that the above changes are in fact manifestations of tightening state control over education and its treatment as a vehicle to create the historical policy of the Russian Federation.

ELISABETH SERVELLO

A cautionary tale of how persistent political interference in a nation's educational system, erodes trust, stability, funding and university of access. Russia, a very literate nation, whose fundamental educational system is in crisis in the contemporary world it finds itself.

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There are few more stunning changes in global affairs than the rapid decline in Russia's standing in education, science and technology. Some of the challenges to the higher education system are common to all nations in an increasingly competitive global environment. In this competition, Russian myths about the quality of the Soviet achievement along with stifling bureaucracy and corruption are undermining the effect of increased funding. Russia also faces demographic and social challenges that make it difficult to ...

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According to the doctrine accepted by most Russian scholars, Education Law in Russia is scrutinized in three different conditions: as a branch of law, an academic discipline and a branch of legislation. Both Education Law and policy of the last ten to fifteen years were characterized by rapid and sometimes inconsistent changes readily embracing innovations but lacking conceptual strategy. However, the newest endeavor of the Ministry of Education and Science to generate an integral legislative act, comprehensively regulating educational activities in all their complexity and diverseness, has brought about conceptual changes both to education law in is three conditions and education policy. As such, this chapter outlines recent trends in Russian Education Law and policy as well as major developments of Russian educational legislation.

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In this article, we endeavor to analyze the current transformations in higher education in Russia in light of its modernization. According to initiatives (for Education 2020), adopted by the Russian government, modernization of Russian education is to aim for democratization. Some authors call such a declaration «democartic rhetoric» (Panfilova, 2010). We will provide the empirical documentation along with the authors’ own expertise in the subject to present the diverse perspectives on whether higher education in Russia is progressing towards to democratization or whether this is still a pathway.

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Education reform in Russia: general information, main tasks, problems and prospects

Table of contents:, history pages, education reforms in russia in the 20th century, change of landmarks, doctrine of domestic education, stages and goals of change, introduction of standards, new vectors of school education, reform of higher education in russia, the law on education of the russian federation, prospects for further changes.

2024 Author : Angel Austin | [email protected] . Last modified: 2023-12-17 05:14

It is impossible to argue with the fact that the country's educational system is the cornerstone of state and social development. The prospects for the intellectual and spiritual improvement of the population largely depend on its content, structure and principles. The education system is sensitive to changes in the field of social development, sometimes becoming their root cause. That is why periods of state change have always affected education. Major education reforms in Russia often took place against the backdrop of dramatic changes in society.

The starting point in this regard can be considered the XVIII century. During this period, the first education reforms in the history of Russia began, marked by the transition from a religious school to a secular one. The changes were primarily associated with a large-scale reorganization of the entire state and public life. Large educational centers appeared, the Academy of Sciences and Moscow University, as well as new types of schools:navigational, mathematical, digital (state). The education system began to have a class character, specialized educational institutions for the nobility appeared.

The traditional graduated system of education began to take shape at the beginning of the 19th century, during the reign of Alexander I. The charter of educational institutions was adopted, providing for the levels of higher, secondary and primary education. A number of major universities have opened.

Education reform in Russia was continued in the 60s. XIX century, becoming part of a whole complex of social changes. Schools became classless and public, a network of zemstvo institutions appeared, universities received autonomy, women's education began to develop actively.

The reactionary stage that followed this brought to naught many positive changes in the field of education. However, by the beginning of the 20th century, the situation began to improve, the curricula of gymnasiums and real schools were brought closer to each other, and the number of philistines increased among the students. In 1916, a draft of changes was prepared, providing for the abolition of class restrictions and the autonomy of schools.

The revolutionary events of 1917 meant a sharp turning point in the life of society and the state, affecting all spheres of life. The field of education was no exception. The Soviet government took a course towards the elimination of illiteracy, the general availability and unification of education, and the strengthening of state control. The first reform of education in Russia of a new formation was the decree1918, which approved the provision on a unified labor school (a number of its principles were in effect until the 90s of the last century). In the field of education, free and gender equality were proclaimed, a course was taken to educate a person of a new formation.

Period 20-30s. became an era of experimentation in education. Non-traditional forms and methods of teaching, class approach sometimes led to unexpected results. The changes affected not only schools and universities. The reforms of art education in Soviet Russia were also noteworthy. The need for change began at the beginning of the century. The academic system of teaching did not meet the demands of the time. The reform of art education in Soviet Russia changed the format of education, students were given the freedom to choose their own teachers. The results of such changes were not the most brilliant, therefore, two years later, many features of academic education were returned to the system of art education.

Traditional elements of education have also returned to school and university education. In general, the Soviet education system stabilized by the mid-1960s. There was a reform of secondary education in Russia, which became universal and compulsory. In 1984, an attempt was made to balance the priority of higher education with additional vocational training in schools.

The next large-scale changes in the sphere of management, the system of government, which occurred in the 90s, could not but affect education. Moreover, by that time, many educational structures required modernization. In the context of a change in the political and economic course, the next reform of the education system in Russia was supposed to:

• contribute to the strengthening of the democratic system, the development of national identity;
• facilitate the transition to a market economy;
• build on the principles of openness and differentiation;
• create different types of educational institutions, programs, specializations;
• give the student the opportunity to choose while maintaining a single educational space.

The process of change has not been straightforward. On the one hand, a variety of types of educational institutions and curricula was ensured, universities received the rights of academic autonomy, and the non-state educational sector began to develop actively. In 1992, a law on education in the Russian Federation was adopted, emphasizing the humanistic and social essence of the education system. On the other hand, a sharp decline in the level of state support and funding against the backdrop of a difficult socio-economic situation nullified many positive undertakings. Therefore, by the beginning of 2000. the question of education reform in modern Russia was raised again.

It was in this document that the main priorities for further changes in the educational system were formulated. The key provisions of the National Doctrine were approved by the federal government in 2000. At this stage of the reform in the field of education in Russia, the goals were determinedtraining and education of the younger generation, means and ways to achieve them, planned results up to 2025. The tasks of education were directly connected with the public:

• growth of the state's potential in the field of science, culture, economy and modern technologies;
• improving the quality of life of the population;
• forming the basis for sustainable social, spiritual, economic growth.

The following principles were formulated in the doctrine:

• lifelong education;
• continuity of educational levels;
• patriotic and civic education;
• diverse development;
• continuous updating of content and learning technologies;
• introduction of distance education methods;
• academic mobility;
• systematization of work with gifted students;
• environmental education.

One of the directions of education reforms in Russia was the modernization of the legal framework that ensures this area of social development. At the same time, the state must guarantee: the implementation of the constitutional right to education; integration of science and education; activation of state-public management and social partnership in education; the possibility of obtaining high-quality educational services for socially unprotected groups of the population; preservation of national educational traditions; integration of domestic and world education systems.

The concept of massive change was formulated by 2004. The government has approved key areas of education reform in modern Russia. These included: improving the quality and accessibility of education, optimizing the financing of this area.

A number of fundamental points were connected with the desire to join the Bologna process, whose tasks included the creation of a common educational space on European territory, the possibility of recognizing national diplomas. This required a transition to a two-level form of higher education (bachelor's + master's). In addition, the Bologna system implied a change in the credit units of learning outcomes, a new system for assessing the quality of programs and the educational process in universities, as well as the per capita funding principle.

At the beginning of education reforms in Russia, an innovation was also approved, which is still controversial to this day. We are talking about the widespread introduction of the unified state exam (USE) in 2005. This system was supposed to eliminate the corruption component when entering universities, to enable talented applicants to enter the best educational institutions.

The most important step in the reform of the education system in Russia was the introduction of new federal standards at different levels of education. A standard is a set of requirements for a certain educational level or speci alty. The first steps in this direction began to be taken as early as the beginning of 2000, but the new format was developed only ten years later.years. Beginning in 2009, vocational education standards were introduced, and from September 1, 2011, schools began to work according to the Federal State Educational Standard for elementary schools. The terms of study in general education programs were changed even earlier and amounted to 11 years.

If we talk briefly about the education reform in Russia in this direction, the standard determined the structure of study programs, the conditions for their implementation and mandatory educational outcomes. Changes have been made to:

• content, goals, forms of organization of the educational process;
• a system for assessing and monitoring educational results;
• format of interaction between teacher and students;
• the structure of the curriculum and programs, as well as their methodological support.

The new regulations establish two levels of educational outcomes, mandatory and advanced. All students must achieve the first. The level of achievement of the second depends on the intellectual needs and motivation of the student.

Special attention is paid to educational work in an educational organization and the spiritual and moral development of students. The main results of education include: patriotic feelings, civic identity, tolerance, willingness to interact with people.

Federal standards include:

• variety of school programs (an educational institution chooses which of the approved educational and methodological complexes to choose);
• expanding the scope of extracurricular activities (mandatoryvisiting circles of a wide range, additional classes);
• introduction of "portfolio" technology (confirmation of educational, creative, sports achievements of a student);
• profile nature of education for high school students in several main areas (universal, natural sciences, humanitarian, socio-economic, technological) with the possibility of drawing up an individual lesson plan.

In 2012, the transition to new standards began the basic school (grades 5-9). A year later, high school students began to study in a pilot mode according to the new scheme, and a standard for preschool education was also adopted. This ensured the continuity of programs at all levels of general education.

The updated regulations governing relations in the field of education have radically rebuilt the entire educational process, changing the main targets. The reform of school education in Russia provided for the transition from the "knowledge" concept of education to the "activity". That is, the child should not only have certain information on certain subjects, but also be able to apply it in practice to solve specific educational problems. In this regard, the principle of mandatory formation of universal educational activities (UUD) was introduced. Cognitive (ability for logical actions, analysis, conclusions), regulatory (readiness for planning, goal-setting, evaluating one's own actions), communicative (skills in the field of communication and interaction with others).

Among the requirements for learning outcomes, three main groups were identified.

• Personal results. They include the student's ability and readiness for self-development, motivation for cognitive activity, value orientations and aesthetic needs, social competencies, the formation of a civic position, attitudes towards observing the principles of a he althy lifestyle, skills for adapting to the modern world, etc.
• Objective results. Associated with the formation of a scientific picture of the world, the student's experience in obtaining new knowledge within specific disciplines, their application, comprehension and transformation.
• Metasubject results. This group is directly related to the development of ELM, the core competencies that form the basis of the “be able to learn” formula.

Special attention is paid to the organization of project and research activities of students, the variety of forms of extracurricular practice, the introduction of information and communication technologies into the educational process. In addition to the federal component, educational programs include sections that are formed independently by the staff of educational institutions.

The idea of the need for fundamental changes at this stage of education was formed at the turn of the 20th and 21st centuries. On the one hand, this was caused by certain crisis trends in the field of higher education, on the other hand, by the idea of integration into the European educational space. Higher Education Reform in Russiaprovided for:

• strengthening the interaction between science and education;
• creation of a two-tier system of education in universities;
• involving direct employers in the formation of a social order for specialists of various categories.

In 2005, the process of certification of domestic universities was launched, following which they were assigned a certain status: federal, national, regional. The level of academic freedoms and funding began to depend on this. A few years later, mass inspections of universities took place, as a result, more than a hundred were found to be ineffective and lost their licenses.

The transition to Bachelor's (4 years) and Master's (2 years) programs in 2009 caused a mixed reaction from interested participants in the educational process. It was assumed that this decision in the course of the education reform in Russia would satisfy the massive demand for higher education, while at the same time contributing to the formation of a category of top-level scientific and educational personnel. There was also a transition to the federal standards of the new generation. As educational results, they provided for a set of general and professional competencies that a graduate should have upon completion of the training program. Much attention was also paid to the forms of organization of the educational process, preference was given to practice-oriented technologies (projects, business games, cases).

In 2015, sk adopted a number of provisions designed to improve educationalprograms, bringing them more in line with professional standards. According to the developers, this will contribute to the training of specialists who fully meet the requirements of employers.

The entry into force of this document has become a landmark event in the framework of the new education reform in Russia. The new law, which replaced the 1992 version, was adopted in December 2012 under the number 273-FZ. Its task is to regulate public relations in the field of education, ensure the realization of the right of citizens to receive it, and regulate legal relations arising in educational activities.

The provisions of the law establish social security measures, duties and rights of participants in educational relations (children, their parents, teachers). For the first time, the principles of educating citizens with special educational needs, foreigners, etc. are clearly defined. The powers of federal and regional authorities, local self-government are delimited, the format of state and public supervision in the field of education is established.

The law clearly defines the levels of education in the Russian Federation: general, preschool (which has become the first stage of general), secondary vocational, higher, as well as additional and postgraduate education. At the same time, the principle of accessibility and quality of education at all levels is proclaimed. In this regard, the spheres of interactive and distance education are regulated, allowing the majority of citizens to receive educational services remotely.

Principles and objectives are defined for the first timeinclusive education, which can be carried out both in general education and in a specialized institution.

Informational openness is becoming a prerequisite for the work of an educational organization. All the necessary information is freely available online.

A number of provisions of the law is devoted to issues of independent assessment of the quality of education at the federal and regional levels. The complex of evaluation procedures includes the analysis of educational results, learning conditions, programs.

The vectors of Russia's upcoming reforms in the field of education are determined both within the framework of federal development programs and at the level of operational decisions. Thus, according to the provisions of the target program for the development of education until 2020, the traditional landmarks of modernization remain:

• providing quality, affordable education, consistent with the directions of social development;
• development of modern creative, scientific environment of educational institutions;
• introducing technological innovations in vocational education;
• activation of the use of modern technologies in general and additional education;
• providing the training of highly professional personnel for the modern economic sphere;
• development of a system for effective evaluation of educational outcomes and quality of education.

Another document defining the priority areas of education reforms in Russia is the state development program until 2025. Apart fromthe general aim to improve the rating of Russian education in various international quality assessment programs, it highlights several key subprograms:

• development of preschool, general and additional education;
• improving the effectiveness of youth policy activities;
• modernization of the education management system;
• delivering in-demand vocational training programs;
• raising the profile and spread of the Russian language.

In April of this year, a proposal was made to increase spending on the development of education to 4.8% of GDP. The list of priority projects includes: ensuring a variety of forms of early development of children (up to 3 years old), mass introduction of electronic teaching aids (with artificial intelligence functions), expanding the network of support centers for talented children, ensuring the innovative development of universities.

Also suggested:

• create additional places in schools, provide one-shift training;
• meet the needs of the population for nursery services;
• make changes to the knowledge assessment system (tests in grades 6, an oral test in Russian for ninth graders, complication of tasks and the introduction of a third compulsory subject at the USE);
• continue to reduce the number of accredited universities, improve the level of student training;
• modernize secondary vocational education programs by providing a qualifying exam and obtainingpassports of acquired competencies.

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Public Education in Russia from Peter I to the Present

12 August 2005

Education in Russia has traditionally been a very important part of life. Mass education there took root with Peter the Great in the beginning of the 18th century. As his first act as tsar, he departed Russia to study abroad in Germany and Holland. When he returned, he placed great emphasis in establishing modern education systems in Russia as he had seen in those countries.

Under Peter’s system, secondary education took place in gymnasia, which were later divided into boys and girls schools. Students attended the gymnasium for 10 to 12 years. Initially, only those in high social circles could afford to send their children to these schools.  Later, in the late 18th, early 19th centuries, schools began to open to the general public.

Starting from the middle of the 18th century, higher education as a system started with the foundation of universities in Moscow and St. Petersburg. The system was modeled after that of the Germans: it was open to secondary school graduates and took five years to complete. Upon completion, a “Diploma of Higher Education” in a specialized area was granted. Since then, the system itself has not changed much.

The Soviets greatly expanded the public schools, so that (at least theoretically) the entire population had access to secondary education. They also built many universities and institutes, particularly scientific and diplomatic training centers. Many of these insititutions are still highly prestigious and, within Russia, the pursuit of higher education was and, to a large extent, still is considered to be very prestigious. More than 50% of Russians have received higher education of some sort.

As the world becomes more global, so has education in Russia. In order to more closely correspond with educational systems in the USA in Europe, the Russian system has begun to change. Now, many institutions offer Bachelor’s degrees with a four-year program and a Master’s degree with a two-year program. The transition, however, is still under way, and some departments operate on the modern system, and others on the old five-year system, which bestowed (bestowes) the title of “Specialist.” The  Bologna Process  is also influencing the development of education in Russia.

After completing higher education, one may pursue additional postgraduate studies ( aspirantura  in Russian), for another three years. After one’s thesis is written and successfully defended, the “Candidate of Science” or  Kandidat nauk  degree is awarded. This has been deemed equivalent to the Ph.D. degree of the American system.

However, the Russian system also offers a degree higher than the Ph.D. equivalent “Candidate of Science.” It is known as the “Doctor of Science” or  Doktor nauk  degree. This process, known as  doctorantura  in Russian, takes three more years. After defending a doctoral thesis, the Doctor of Science degree is awarded.

Taken as a whole, the Russian system of higher education is one whose reputation has survived many governmental forms, and international and financial crises.  Russian degrees are recognized and respected the world over.    More about studying in Russia 

About the Author

Renee Stillings

Renee Stillings, has been the director of programs for SRAS since founding the school in 1996. As she also holds a B.S. in Biomedical Engineering, she has always been interested in the subject of science and technology in Russia.

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Josh Wilson

Josh has been with SRAS since 2003. He holds an M.A. in Theatre and a B.A. in History from Idaho State University, where his masters thesis was written on the political economy of Soviet-era censorship organs affecting the stage. He lived in Moscow from 2003-2022, where he ran Moscow operations for SRAS. At SRAS, Josh still assists in program development and leads our internship programs . He is also the editor-in-chief for the SRAS newsletter , the SRAS Family of Sites , and Vestnik . He has previously served as Communications Director to Bellerage Alinga and has served as a consultant or translator to several businesses and organizations with interests in Russia.

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Education in 19th Century Russia: A Journey Through Time

Welcome to my 19th Century blog! In this article, we delve into the fascinating world of education in Russia during the 19th century . Explore the evolution of educational institutions, the influence of social and political factors, and the impact on society and individuals. Join me as we uncover the educational landscape of 19th century Russia.

Table of Contents

Education in 19th Century Russia: A Journey through Imperial Reforms and Educational Advancements

Education in 19th Century Russia underwent significant reforms and advancements under the imperial rule. The reforms aimed to modernize and standardize the educational system, providing opportunities for a wider population. Emperor Alexander I initiated the reforms by establishing a nationwide network of primary schools, expanding access to education for both boys and girls.

One of the most important reforms was the creation of the Gymnasium system. Gymnasiums were secondary schools that provided a rigorous curriculum focused on humanities, sciences, and languages. They aimed to cultivate well-rounded individuals who could contribute to society as intellectuals or civil servants.

The Nikolaev Military Academy was another significant development in 19th century Russian education. It was established to train future military officers and played a crucial role in shaping the military elite. The academy emphasized the study of mathematics, sciences, and military strategy, preparing students for leadership roles in the army.

Moreover, the establishment of universities marked a major milestone in higher education. The most notable among them was the Imperial Moscow University , founded in 1755. By the 19th century, it expanded its academic offerings and became a prominent center for research and learning.

In addition to these reforms, the government encouraged the study of natural sciences, which led to the establishment of scientific societies and the creation of scientific journals. This emphasis on scientific research and knowledge dissemination contributed to broader societal progress.

Overall, the 19th century witnessed significant advancements and reforms in Russian education. The establishment of primary schools, the Gymnasium system, the Nikolaev Military Academy, and the expansion of universities all played a crucial role in improving access to education and fostering intellectual growth in Imperial Russia.

The war makes its way into Russian schools. Russia’s new patriotic curriculum

The evil history of our education system (documentary), what was education like in 19th century russia.

In 19th century Russia, education underwent significant changes and reforms.

Before the 1860s: Education was primarily limited to the elite class, including members of the aristocracy and clergy. The curriculum focused on classical education, with an emphasis on subjects like Latin, Greek, and philosophy . Universities were typically reserved for those pursuing careers in law, medicine, or the church.

Reforms of the 1860s: Under Tsar Alexander II, educational reforms were introduced to expand access to education. Primary education became compulsory for all children aged 8 to 12, regardless of social class. However, the quality of education varied significantly between rural and urban areas, with rural schools often lacking resources and qualified teachers.

Curriculum: The curriculum during this period was influenced by Western European ideas. Mathematics, sciences, literature, history, and languages like Russian and French were included in the curriculum. Vocational training schools were also established to provide practical skills for certain professions.

Higher Education: Universities expanded during the 19th century, offering a broader range of disciplines beyond the traditional fields of law, medicine, and theology. Some universities established faculties of natural sciences, engineering, and humanities. Women were allowed to attend universities, but their access was limited and they faced significant gender-based discrimination.

Role of the Orthodox Church: The Russian Orthodox Church played a significant role in education, particularly in religious instruction. The church had control over many seminaries and religious schools, providing education mainly for future clergy and members of the church hierarchy.

Class distinctions: Despite the reforms, class distinctions persisted in education. The sons of the nobility had access to the best educational institutions, while the lower classes generally received a more basic education. Education remained a privilege for the wealthy and well-connected.

Overall, the 19th century marked a period of educational transformation in Russia. While there were efforts to expand access to education, disparities in quality and availability remained significant, reflecting the social and class divisions of the time.

What was education like in the 19th century?

In the 19th century , education varied widely depending on geographical location and social class.

In urban areas and among the upper classes, education was generally considered a priority and was often provided through private tutors or elite schools. These educational institutions focused on subjects such as history, classical literature, mathematics, and sciences.

In rural areas and among lower social classes, access to education was more limited. Public education was still in its infancy, and many children were unable to attend school due to economic constraints or the need to work on family farms or in factories.

Education for girls was particularly limited in the 19th century. While some girls from wealthy families received a formal education, the curriculum was often focused on domestic skills rather than academic subjects.

In the late 19th century , various educational reforms began to take place. The industrial revolution and advancements in technology highlighted the need for a more standardized and practical education system. This led to the establishment of public schools and the introduction of compulsory education laws in some countries.

Overall, education in the 19th century was characterized by disparities based on social class, gender, and geographical location. Access to education was often exclusive to the privileged few, while the majority of the population had limited opportunities for intellectual development.

What activities was Russia engaged in during the 19th century?

During the 19th century, Russia was engaged in various activities that shaped its development and played a significant role in global affairs.

Expansion and Colonization: Russia embarked on an expansionist policy, expanding its territory eastward into Siberia and Central Asia. This colonization process involved the establishment of settlements, the exploitation of natural resources, and the extension of Russian influence over indigenous populations.

Modernization and Industrialization: In an effort to catch up with Western European powers, Russia undertook modernization programs aimed at industrializing the country. This included building railways, factories, and modernizing the military.

Wars and Conflicts: Russia fought several wars during the 19th century. One significant conflict was the Napoleonic Wars (1803-1815), where Russia played a crucial role in defeating Napoleon’s Grand Army in 1812. Additionally, Russia was involved in the Crimean War (1853-1856), fighting against the Ottoman Empire, Britain, and France.

Social Reforms and Political Changes: Throughout the 19th century, Russia experienced social and political transformations. The abolition of serfdom in 1861 was a landmark social reform that aimed to emancipate millions of serfs who were tied to the land as peasants. These reforms also saw the introduction of legal reforms, educational improvements, and the modernization of institutions.

Art and Literature: The 19th century was a golden age for Russian literature and arts. Renowned authors such as Leo Tolstoy and Fyodor Dostoevsky produced influential works that reflected societal changes and explored human emotions and existential dilemmas.

Imperial Ambitions and Great Power Politics: As a major European power, Russia sought to assert its influence on the international stage. This included involvement in the Congress of Vienna (1814-1815), where Russia participated in shaping the post-Napoleonic order, and vying for control in Eastern Europe and the Balkans.

Revolutionary Movements: Towards the end of the 19th century, revolutionary movements started to emerge in Russia. These movements, including socialists, anarchists, and nationalists, aimed to challenge the autocratic rule of the Tsars and bring about political and social change.

Overall, Russia’s activities during the 19th century ranged from territorial expansion and industrialization to social reforms and participation in global conflicts. These developments shaped the trajectory of Russia’s history, setting the stage for further transformations in the 20th century.

When did education begin in Russia?

Education in Russia began in the 19th century with the establishment of a formalized education system. Prior to this, education was primarily provided by religious institutions and catered to a small elite class.

During the reign of Emperor Peter the Great in the early 18th century, efforts were made to modernize and introduce Western-style education in Russia. However, it wasn’t until the reign of Emperor Alexander I in the early 19th century that significant progress was made.

In 1804, Alexander I issued an education reform decree that aimed to establish a more comprehensive and structured education system in Russia. This included the creation of elementary schools at both urban and rural levels, as well as secondary schools and universities.

One of the key figures in the development of education during this period was Count Sergey Uvarov, who served as the Minister of Education from 1833 to 1849. He emphasized the importance of combining traditional Russian values with European education models, which became known as the “Orthodoxy, Autocracy, and Nationality” (or Official Nationality) policy.

The establishment of teachers’ training institutions and the expansion of educational opportunities for women were also significant developments in 19th-century Russian education. These initiatives aimed to improve the quality of teaching and to provide access to education for previously marginalized groups.

Overall, the 19th century witnessed significant progress in the development of education in Russia, transforming it from a predominantly religious-based system to a more secular and comprehensive one. This laid the foundation for further educational reforms and advancements in the following centuries.

Frequently Asked Questions

How did education in 19th century russia differ between the nobility and the peasantry.

In 19th century Russia, education differed significantly between the nobility and the peasantry. The nobility had access to a more comprehensive and privileged educational system compared to the peasantry .

For the nobles, education was primarily focused on preparing them for their roles as members of the ruling class. They often received private tutors or attended prestigious boarding schools, where they were taught a wide range of subjects including languages, mathematics, sciences, history, and literature. The curriculum emphasized the development of critical thinking, etiquette, diplomacy, and leadership skills. This education aimed to produce well-rounded individuals capable of assuming positions of power and influence in society.

On the other hand, education for the peasantry was limited and generally provided by either the Orthodox Church or local village schools. These educational institutions were often underfunded and lacked resources. Peasant children learned basic literacy and numeracy skills, but their education was mainly geared toward practical vocational training, such as farming or household skills needed for daily life. Access to education for the peasantry was also limited by their socioeconomic status, with many children having to prioritize work over attending school.

The educational divide between the nobility and the peasantry reflected the broader social hierarchy in 19th century Russia. The nobles had the means and opportunities to pursue a more advanced education, while the peasantry were largely excluded from higher learning and had limited access to intellectual and cultural development.

Overall, the educational system in 19th century Russia reinforced social distinctions and contributed to the perpetuation of class inequalities. It wasn’t until later reforms in the late 19th and early 20th centuries that efforts were made to expand access to education for all social classes.

What were the main goals of education reform in 19th century Russia, and how successful were they?

In 19th century Russia, the main goals of education reform were to modernize and standardize the educational system, improve literacy rates, and promote Russian nationalism. The government recognized the need for an educated population to support economic development and strengthen national unity.

Under the leadership of Tsar Alexander II, several reforms were implemented. The most significant was the establishment of zemstvos, local self-governing bodies, which made efforts to expand primary education in rural areas. This led to a significant increase in the number of schools and students enrolled.

Additionally, efforts were made to improve curriculum and teacher training. The government introduced new subjects such as mathematics, science, and history, and encouraged the use of textbooks written in Russian instead of foreign languages. Teacher training institutes were established to ensure better qualified educators.

However, despite these reforms, the success of education reform in 19th century Russia was limited. Access to education still remained unequal, with many rural areas lacking adequate schooling facilities. The majority of the population, especially peasants and lower classes, continued to receive little or no formal education.

Furthermore, the reforms faced resistance from conservative elements within society, including the Orthodox Church, which saw secular education as a threat to traditional values. The government’s control over curriculum and the appointment of teachers also limited the effectiveness of the reforms.

Overall, while some progress was made in expanding access to education and improving the curriculum, the goals of education reform in 19th century Russia were not fully achieved. It was not until the subsequent century that significant advancements were made in terms of universal education and literacy rates in the country.

How did the Russian Orthodox Church influence education in 19th century Russia? Did it hinder or support educational advancements?

In the 19th century, the Russian Orthodox Church played a significant role in shaping education in Russia. While its influence was complex and multi-faceted, it can be argued that overall, the Church hindered educational advancements rather than supporting them.

One of the main ways in which the Russian Orthodox Church influenced education was through control over schools and curriculum. The Church had a monopoly on education, with most schools being under its jurisdiction. As a result, the curriculum heavily emphasized religious studies and teachings, often at the expense of broader secular education. This focus on religion limited the development of critical thinking skills and scientific knowledge among students.

Additionally, the Church’s conservative and traditionalist worldview clashed with the progressive ideas of the time. This clash hindered the introduction of modern educational methods and subjects in Russia. The Church opposed the inclusion of subjects such as natural sciences, mathematics, and social sciences, considering them as potentially threatening to religious orthodoxy. This resistance to reform stifled the growth of a more comprehensive and forward-thinking education system in the country.

The Church also enforced strict censorship on intellectual and academic activities. This meant that scholars, educators, and writers had to conform to the Church’s moral and ideological standards. Any works that challenged or critiqued religious dogma were suppressed, limiting intellectual freedom and hindering the progress of knowledge and scholarship.

Despite these hindrances, it is worth noting that the Russian Orthodox Church did contribute to certain educational advancements. It established seminaries and theological academies that produced well-educated clergy and theologians. Additionally, some monastic schools provided basic literacy education to peasants. However, these contributions were limited and overshadowed by the Church’s overall obstruction of educational progress.

Overall, the influence of the Russian Orthodox Church on education in 19th century Russia can be seen as a hindrance rather than a support to educational advancements. Its monopoly on education, emphasis on religious teachings, resistance to reform, and enforcement of censorship hindered the development of a modern, comprehensive education system in the country.

Education in Russia during the 19th century underwent significant transformations and played a crucial role in shaping the country’s social and intellectual landscape. The implementation of educational reforms , such as the creation of new schools and universities, the establishment of teacher training programs, and the introduction of standardized curricula, paved the way for a more accessible and inclusive education system . Despite facing several challenges, including limited resources and political interference, the 19th century witnessed a gradual expansion of educational opportunities for various social groups, resulting in the emergence of a more educated and intellectually curious society .

Moreover, the influence of Western educational models had a profound impact on Russian education, as intellectuals sought to adapt and incorporate progressive ideas into the existing system. Notably, the rise of the university intelligentsia fostered a climate of intellectual inquiry and critical thinking, fueling discussions and debates on a wide range of topics, from philosophy and literature to politics and social issues.

However, it is essential to acknowledge that educational opportunities were not equally accessible to all individuals in 19th century Russia. Socioeconomic disparities persisted, with the elite classes enjoying better access to education compared to the lower classes. Nevertheless, the reforms introduced in this period laid the groundwork for future educational advancements and set the stage for the educational developments that would follow in the 20th century.

Overall, the 19th century marked a watershed moment in Russian education, characterized by transformative reforms, the dissemination of Western educational models, and the gradual increase in access to education. These developments not only shaped the intellectual landscape of the time but also laid the foundation for later educational reforms and progress in Russia.

To learn more about this topic, we recommend some related articles:

The Economic Transformation of 19th Century France: A Closer Look at Industrialization, Trade, and Financial Developments

The Exquisite Flavors of 19th Century French Cuisine: A Culinary Journey

The Golden Age of Russian Poets: Exploring 19th Century Literary Masterpieces

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The Russian Military in the 19th Century: A Historical Overview

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Constitutional reform and education system

THE AFTERMATH of SEA is a good introductory point to address the issue of constitutional reform as it pertains to the education system. Many education experts and commentators over the years have identified the SEA as an irrelevant and unnecessary high-stakes examination that only serves to perpetuate a two-tiered secondary school system that significantly assists in the continuance of a socio-economic class differential; a social order that benefits sectoral interests.

Thankfully, SEA 2024 is now a memory for just over 18,000 students, who the minister quite rightly reminded that it only signals the beginning of a new phase in their education journey and not the end.

Before the advent of universal secondary education, SEA and its previous incarnations were used as a metric to transition students onto secondary school owing to the limited number of available spaces. This evolved to a high-stakes test, thanks in large part to a curious provision in the Constitution wherein a parent has the right to choose the school to which his/her child attends. This gave rise to the annual evolution of a hierarchy of secondary schools based on factors of which most are extraneous to education.

Thus, parents were allowed to identify preferred secondary schools for their children to attend. To further complicate the enjoyment of this right enshrined in the Constitution was the Concordat, a document which also allowed schools to choose its students. Unfortunately, this right has never been enjoyed by the majority of parents for obvious impractical reasons, with the State simply placing the majority of students at secondary schools.

The net effect of these factors was the evolution of an education system that is defined by needless high-stakes examinations, starting with SEA, that essentially certifies more children as failures rather than successes based on the choice criteria.

This antiquated structure continues to restrict the capacity of the education system to evolve based on sound principles of equity and fairness and commensurate with the needs of the society. Educational investment in this configuration could not yield the desired dividends of enhanced human capital, despite huge sums invested and the consistent realisation that the system must be overhauled.

Interestingly, missing in the current battery of constitutional guarantees is the right of all children to quality education, as enshrined in the UN Convention on the Rights of the Child. While all children have been enjoying the right to free education at both primary and secondary levels for over two decades, there has always been the argument that owing to structures like SEA and the right of parents to choose schools, all children are unable to maximise benefits from free schooling owing to issues of equity.

The annual generation of a hierarchy of schools, courtesy of these "choices" based on parents’ perception, ensures that secondary school populations are essentially characterised by students from similar socio-economic backgrounds, reflecting existing societal stratification.

Unfortunately, when socially/economically marginalised students are lumped together into a school courtesy of SEA, and adequate resources/structures are not provided to compensate for the deficiency outcomes, educational failure is inadvertent. This reality has and continues to diminish the social and economic returns on our education investment and not just suffocates economic growth by preventing all citizens from realising their maximum human potential and consequential level of productivity, but by the outward expressions of diminished human capital in outcomes such as crime and its corollary of economic inefficiency.

Over the decades there has been no shortage of recommendations to enhance and improve the education system as a main vehicle of human development and economic progress based on sound, modern education principles, beginning with a major overhaul of its legislative framework, provided there is the political will to so do.

The current attempts at constitutional reform will hopefully be able to address this barrier to genuine educational reform to facilitate the evolution of an education system that is based on principles of equity and fairness; one that acknowledges that all children must have the right to free, quality public education, thus enabling them to be critical and innovative thinkers through the realisation of their maximum human potential.

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Internationalization the Russian Way: Modernization of the Higher Education System in Russia

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The chapter describes major changes in the Russian higher education system’s reformation during 2000s and onwards in the light of the global trends that affect the transformations of higher education system internationally. The focus of the chapter is on how internationalization is understood and implemented in the Russian context and the major challenges that the Russian higher education system faces. Without denying some of the positive results of both modernization and internationalization of the Russian higher education system, the authors argue that internationalization is used by the Russian State as a tool for diversification of higher education institutions’ provision. Despite the fact that the state addresses higher education system generally, de-facto its expectations are linked to a very limited number of HEIs that are anticipated to become the world leading universities. As a consequence internationalization functions as an institutional diversifier and has a limited impact. In this situation Russian – Norwegian educational cooperation becomes a driving force of internationalization and a valuable resource for modernization for Russian and Norwegian universities within the Barents Euro-Arctic Region (BEAR).

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Kukarenko, N., Zashikhina, I. (2017). Internationalization the Russian Way: Modernization of the Higher Education System in Russia. In: Sundet, M., Forstorp, PA., Örtenblad, A. (eds) Higher Education in the High North. Higher Education Dynamics, vol 48. Springer, Cham. https://doi.org/10.1007/978-3-319-56832-4_2

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U.S. Department of the Treasury

Testimony of deputy secretary of the treasury wally adeyemo before the committee on banking, housing, and urban affairs, u.s. senate.

As Prepared for Delivery

Chairman Brown, Ranking Member Scott, and members of the Committee, thank you for the invitation to join you here today. I want to thank you and the members of the committee for your willingness to work with us to address various threats to our national security. 

I am here today because we need additional tools to protect the American people.

As we take steps to cut terrorist groups and other malign actors off from the traditional financial system, we are concerned about the ways these actors are using cryptocurrencies to try and circumvent our sanctions.

For example, five years ago, al-Qaeda and affiliated terrorist groups, largely based out of Syria, operated a bitcoin money laundering network using social media platforms to solicit cryptocurrency donations. After receiving virtual currency, they laundered the proceeds through various online gift card exchanges to be able to purchase what they needed to advance their violent agenda.

More recently, over the past year, we have seen the Islamic Revolutionary Guard Corps-Qods Force (IRGC-QF) transfer cryptocurrency to Hamas and the Palestinian Islamic Jihad (PIJ) in Gaza. In addition, we have seen Hamas use virtual currencies to solicit small-dollar donations, and we have been able to take action against these networks.

Our problem is that actors are increasingly finding ways to hide their identities and move resources using virtual currency. What has always been true is that terrorists and other malign actors seek new ways to move their resources in light of the actions we are taking to cut them off from accessing the traditional financial system.  

Today, because of the authorities Congress has provided us, we have a long track record of taking action to make it harder for these groups to use the traditional financial system to move money. We continue to use our authorities aggressively to cut off the illicit finance networks that enable illicit actors worldwide, including Hamas and other Iran-backed proxies, Russian oligarchs, and ISIS, to name a few. 

The more effective our targeting has been, the more reason there is for these terrorist groups to look into virtual assets. And, to be clear, it’s not only terrorist groups, but state actors like the DPRK and Russia as well.

The DPRK, which through numerous complex state-sponsored cyber heists, is able to acquire, launder, and store illicit revenue. It relies on anonymity-enhancing technologies like mixers to hide the sources of its funds. And it leverages over-the-counter digital assets traders to acquire fiat currency. In addition, we’ve seen Russia increasingly turning to alternative payment mechanisms—including the stablecoin tether—to try to circumvent our sanctions and continue to finance its war machine.

While we have had some success in rooting out illicit finance in the digital asset ecosystem, we need to build an oversight and enforcement regime that is capable of preventing this activity as more terrorists, transnational criminals, and rogue states turn to digital assets. That’s why we sent the Committee proposals to strengthen counter-terrorist financing authorities, and we look forward to working with the Committee on your ideas and proposals.

The options I sent over to the Committee in November focused broadly on three reforms.

• The first is the introduction of a secondary sanctions tool targeted at foreign digital asset providers that facilitate illicit finance.
• The second reform is centered on modernizing and closing gaps in existing authorities by expanding their reach to explicitly cover the key players and core activities of the digital assets ecosystem.
• Finally, a third reform addresses jurisdictional risk from offshore cryptocurrency platforms, which is a key challenge.

There is clear overlap between these proposals and the bipartisan bills coming out of this Committee. We agree that the use of these emerging technologies by illicit actors can have impacts on the national security, foreign policy, and economy of the United States. That’s why the United States has a strong interest in ensuring that we have the necessary tools and authorities available and are ready to mitigate the risks in this quickly evolving ecosystem, including for dollar-based digital assets in particular. 

While we continue to assess that terrorists prefer to use traditional financial products and services, we fear that without Congressional action to provide us with the necessary tools, the use of virtual assets by these actors will only grow.

And while these actors today only use virtual assets for a fraction of their illicit activity, we know in other areas, illicit actors almost completely rely on virtual currencies. Over the past few years, ransomware attacks have only increased in scale, sophistication, and frequency. Treasury’s Financial Crimes Enforcement Network found, based on BSA reporting, that more than $1 billion of ransomware payments were made exclusively using cryptocurrency in 2023. This not only has an impact on our national security but also on our economy. 

We are grateful for the partnership of Congress and this Committee in helping Treasury root out illicit finance from the U.S. financial system and to hold illicit actors accountable. I look forward to today’s discussion on how we can continue this work.