Nenovsky Nikolay

The article is devoted to the study of the results of modern education and science reforms in Russia and France. The authors carry out a comparative analysis on a number of criteria: the overall quantitative characterization of the higher education systems of the two countries, the main goals and objectives enshrined in the regulatory framework of reforms, key mechanisms for implementing the declared reform priorities, and medium-term results over the past five years. The analysis allows to draw conclusions that in a number of directions the results of reforms in countries are very close. Thus, France and Russia show similar indicators in terms of quantitative characteristics: in two countries there is a comparable number of both universities and students, including foreign ones (France takes the third place in the world in number of foreign students, Russia - the fourth). Moreover, this indicator is one of the key criteria in the state programs for the development of education in Russia and in France. Unfortunately, Russia is still inferior to France in terms of qualitative indicators. The French system of higher education is now considered as one of the highest quality, which is confirmed by its consistently high position in international rankings. The «pain points» of Russian universities have been studied, the systematic work is being done with them, and the state sets rather ambitious goals for higher education in the first hundred world universities in global and subject ratings. Many aspects of the interaction of the state and universities in France, as well as the interim results of the reforms conducted there, are considered by the authors to be studied