The organization, activities, and history of the U.S.S.R. Academy of Sciences and the overall science policy, structure, and the framework of the Soviet higher educational system are discussed in this report. Additionally, the federal science policy structure of the United States is outlined; comparison is made between the U.S.S.R. Academy of…

Moscow State University, one of the main centers of science, will play an important role in scientific research and creative inquiry during the Tenth Five-Year Plan. (AV)

Higher education institutions in Russia are becoming the country's major scientific research centers. The effectiveness of this university research is discussed. (Author/RM)

Explains how the higher education system fulfilled targets of the Ninth Five-Year Plan in science ahead of schedule. This was achieved through improvement in organization of scientific research, application of progressive research methods, and increased effectiveness of scholars' labor. (Author/AV)

Universities in the USSR fulfill the role of leading educational, scientific, and cultural centers. Their main function is training researchers and teachers and conducting scientific research. They also offer courses enabling adults to enrich their knowledge of various fields of culture. (SK)

More effective use of scientific potential will increase productivity of scientists' labor and improve the quality of their products. Therefore, ties between science and practice must be strengthened, research problems must be determined, and scholarly research must be planned. (Author/AV)

The author describes the importance of coordination and information management in distributing scientific research work in the appropriate portions among scientific institutions, higher education institutions, and other institutions which conduct research in the pedagogical sciences. (Author)

The development of the Soviet Academy of Sciences in policy-making and organization for the technological sciences is examined with regard to the organization of Soviet scientific research. Its rise and impact are discussed. (LBH)

Discussed are admissions and scientific research activity in higher education in the USSR. (RM)

Higher education institutions must vocationally train highly skilled specialists and integrate ideology and values into the curriculum. The content of education must be updated with the latest advances in scientific thought, and more scientific research should be encouraged. Three models for organizing the educational and research process are…

Compares funding of scientific research and education in the Soviet Union by government agencies and independent research departments. Suggests that funding for scientific research should be coordinated by government ministries in charge of educating science specialists. (Author/DB)

Plans of the higher schools for the Tenth Five-Year Plan, 1976-80, include improving the quality of specialist training, developing important scientific research, strengthening ties with production, and improving ideological education. (Author/AV)

Three education ministers of union republics review notable changes in the higher school between the 24th and 25th Congresses of the Communist Party of the Soviet Union and discuss ways in which the education of specialists can be improved during the Tenth Five-Year Plan. (Author/AV)

Examines the gap between American and Soviet science, tracing the gap to overcentralization, an aversion to risk, and emphasis on theory at the expense of application. Indicates that Soviet leaders are aware of some of the problems but that barriers to reform remain strong and prospects for real change are limited. (JN)