Specialized military schools abroad. Higher military schools and other schools

Military universities in Moscow: institutes and universities

An army of rams led by a lion will always win over an army of lions led by a ram.

Napoleon Bonaparte

Military universities are special educational institutions that differ from all other universities in terms of admission rules, educational process, strict discipline and regime.

And most importantly, graduates of military institutes and academies become not only specialists in their field, but also professional military men who faithfully serve their Fatherland. In addition to serious training in military specialties, thorough ideological work and political training are carried out here. Many professional soldiers have made brilliant political careers. It is noteworthy that recently, enrollment in military universities has become possible for girls.

A distinctive feature of admission to military universities is specific age restrictions: from 16 to 22 years for those who did not serve in the army; up to 24 years for those who have served.

When planning to enroll in a military university, you need to approach choosing a university from a completely different perspective than when enrolling in regular universities. Entrance exams to military universities continue to take the form of tests, dictations and oral exams. The Unified State Exam is not used here.

• If all universities are under the authority of the Ministry of Education of the Russian Federation, then military universities are subordinate to the Ministry of Defense of the Russian Federation. They are divided by types of troops:
• air Force;
• ground troops;

rocket troops.

The best purpose is to defend your fatherland.

Gabriel Romanovich Derzhavin

At the first stage of admission, a psychophysical and psychological examination of applicants is carried out. After this, the level of physical fitness is checked. Those who pass these tests are allowed to take exams in general education subjects: mathematics, Russian language and the third exam in the field of study (history, physics or chemistry). After passing all exams, the applicant becomes not a student, but a cadet. The first two years of training are spent like real military service - in the barracks with full allowance and free uniforms. Cadets are trained in everything they undergo in the army on active duty. After graduation, graduates receive the rank of lieutenant and are assigned to a specific duty station for 5 years. During a crisis, this is a significant plus - a 100% guarantee of employment after graduation.

There is such a profession - to defend the Motherland.

Film "Officers"

If we talk about the quality of education, then absolutely all universities with military specialization in all regions of Russia provide education of the highest level. The teachers have extensive practical experience in participating in hostilities.

Rating of military universities. The best of the best:

1. Military Academy of Strategic Missile Forces (Moscow).
2. (Moscow).
3. Military Space Academy named after. A.F. Mozhaisky (St. Petersburg).
4. Academy of the Federal Security Service of the Russian Federation (Moscow).
5. Military University of the Ministry of Defense of the Russian Federation (Moscow).

Higher military schools and other schools

Nautical schools. - Military academies. - Page Corps. - Training of engineers. - Veterinary schools. - Polytechnic school. - Academy of Arts

The question of the need for universities was resolved radically only in one country. However, the question of the insufficiency of universities to train the necessary specialists has been raised for a long time and in various regions. Priests, lawyers, doctors, of course, were in demand, but not in such quantities. But how can we do without builders, engineers, cartographers, land surveyors, and the military? Who will build houses, mine ore, smelt metal and fight for it?

In 1416, the third son of the Portuguese king João I, Infante Don Henry (1394–1470), nicknamed “Henry the Navigator,” founded the Maritime Academy on the steep cliff of Cape Sagrish, where they taught mathematics and astronomy in relation to navigation. Italians and Catalans, knowledgeable in hydrography, taught there. Portugal, which gave the world great discoverers and was then one of the largest maritime powers along with Spain, also became the center of “navigational science.” Its interests extended to the West, South and East, and given the fact that the ships were becoming larger and their cargoes more valuable, the need for competent captains who would lead them to their destination safe and sound was as urgent as never.

The cadets for the academy were selected very carefully, not to mention the teachers. The hydrography professor taught students mathematics, physics, mechanics of sails and ship maneuvers, astronomy, navigation, and ship theory. Where were they recruited from? From universities. Initially, they were all clerics and only over time they were replaced exclusively by military men.

The founder of the school of hydrography in Dieppe, Normandy, was Abbot Pierre Deseliers, curate of a local village, in 1537. Teachers from this school compiled the most accurate maps of that era; only the Dutch managed to eclipse them by the middle of the 17th century. Dieppe became the first French port where navigation was taught “by the rules.” Another priest, Prezo the Scholar, trained sailors at Honfleur, another Norman port. Retired captains and pilots taught there and shared their experience with young people on a voluntary basis.

In parallel, in 1571, King Charles IX (1560–1574) established a school of hydrography in Marseille, on the Mediterranean. Henry III, who succeeded him on the throne, introduced final examinations for ship captains, who had to demonstrate their skills to two “old masters” in the presence of the admiral or his deputies and two city notables.

Enthusiastic teachers who taught for free now became salaried professors. This happened, for example, with Abbot Guillaume Denis, who opened a school in Dieppe in 1665. He had no end to his students, the number of whom reached two hundred. True, these were such noisy and mischievous children that they had to turn to the services of a corsair overseer.

In 1666, the Royal School of Hydrography was founded in Le Havre, and in 1673 in Saint-Malo, on the Atlantic coast. High demands were placed on the teachers of these schools. According to the royal order of 1681 for the establishment of similar educational institutions in all major port cities, teachers were to teach students drawing and drawing so that they would be able to “depict ports, coastlines, mountains, trees, towers and other things that serve as landmarks in harbors and on raids, and take a map of the areas they discover.” Classes - at least four per week - were to be held in public, and professors were to appear at them “with maps, sailing directions, globes, spheres, compasses, astrolabes and other instruments and books necessary for their art.” The caretakers of orphanages undertook to supply teachers with students, sending two or three boys to school annually and supplying them with the necessary books and tools. Teachers were exempt from public duties, for example, guard duty as part of the “people's squads,” but could not leave the city without the permission of the admiral or mayor under pain of loss of salary.

Universities also responded to new trends: in 1679, the first artillery school in France was opened in Douai, founded by Louis XIV; its cadets were required to study mathematics and chemistry. Since the ships were armed with cannons, knowledge of artillery was useful for naval officers. In addition, the king transformed in 1704 the mathematics courses taught in Caen and Douai into the royal departments of mathematics and hydrography “for the education of young people who have chosen a career as a sailor.”

In the 18th century, French midshipmen, like medieval students, had to go through three naval schools - in Breton Brest, Rochefort and Toulon - in order to complete their education. However, the training program in them was standard: mathematics, shipbuilding, basics of ballistics, hydrography, fencing, dancing. In the second half of the century, these schools fell into decay: despite the brilliant education of naval officers, the French fleet suffered defeats, but this was due to a lack of practice, and not to gaps in the academic program.

Similar schools were created in other European countries. Ivan Neplyuev in his notes reports that parties of Russian students from the nobility, assigned by Peter I to midshipmen, were scattered throughout the most important cities of Europe: they studied in Venice, Florence, Toulon, Marseille, Cadiz, Paris, Amsterdam, London.

“There were seven of our Russian midshipmen in Toulon: Andrei Ivanov son Polyansky, Warrior Yakovlev son Rimsky-Korsakov, Mikhail Andreev son Rimsky-Korsakov, Prince Alexandra Dmitriev son Volkonsky, Prince Boris Semenov son Boryatinsky, Prince Boris Grigoriev son Yusupov, Alexandra Gavrilov son Zherebtsov. They study in academies with French midshipmen, of which there are 120 people in that academy, navigation, engineering, artillery, drawing masts (scaled maps. - E. G.), how ships are built, boatswainship (that is, equipping ships), soldier's articulation, dancing, fighting with swords, riding horses; go to school twice a day; and the royal masters teach them everything without money; and a salary from the Royal Majesty is given to them for a month of 3 efimka; and if anyone sins, they are sent to prison as a fine, after consideration of guilt, for a major crime for six months on bread and water alone, and no one is allowed to go to prison.”

Not all Russians sent abroad returned after receiving an education; some in a foreign land died from illnesses, died in fights, and found employment. In 1715, Peter ordered the transfer of 200 high school students from the Moscow Navigation School to St. Petersburg - they were to become the first students of the Maritime Academy.

“At the Academy we teach the sciences: arithmetic, geometry, navigation, artillery, fortification, geography, drawing and military training; muskets and rapiers and some astronomy. And for the teaching of teachers whose sciences are now not found in the Academy, to recruit capable ones, and to distribute the cash treasuries of the commissar, and to supervise teachers and schoolchildren, a comrade, and to translate books belonging to the sciences, a translator,” said the royal decree 1719.

It was not close from the desired to the actual: Peter I, who visited the Naval Academy in 1724, was shocked by the ignorance of the students who, “due to barefootness and lack of daily food,” did not go to school for months and 55 people “were fed by begging.”

Subsequently, the academy trained naval officers, surveyors, and cartographers. In 1752 it was transformed into the Naval Cadet Corps, which existed until October 1917.

Not all European countries were maritime powers, and to a much greater extent they needed officers for the land army, in which cavalry played an important role. At the end of the 16th century, Antoine de Pluvinel, a former military man, an unsurpassed horseman and an excellent swordsman, opened his academy in Paris to train cavalry officers for the royal army. The treasury allocated her from eight hundred to a thousand crowns per student per year. In addition to teaching military affairs, Pluvinel told his listeners about events from the recent history of France, instilling patriotism in them, and also engaged in their secular education, instilling good taste and elegant manners.

Previously, the French nobility was forced to travel to Italy to study, introducing their families into serious expenses. Pluvinel himself went abroad at the age of ten and was trained by the famous rider Pignatelli.

The academy was his dream. Pluvinel creatively reworked the methods of the Italian school, abandoning rough treatment of horses and trying to develop training skills in his students that would also be useful for “taming people.” Among his students were the future King Louis XIII and the Duke of Devonshire, William Cavendish, as well as the Marquis de Chillou, the future Cardinal Richelieu. In the province, the first educational institution of this type opened in Toulouse in 1598.

The apogee of the establishment of military academies occurred in the 70–80s of the 17th century: in Paris, only in the Saint-Germain quarter, seven academies operated, the eighth was located on the right bank of the Seine, on Saint-Antoine Street. There were a dozen of them in the provinces - in Lille, Angers, Blois, Besançon, Strasbourg, Bordeaux... During the War of the League of Augsburg (1688–1697), the number of cadets decreased sharply: young nobles learned military science on the battlefield. By 1691, only two academies remained in the capital, but their fame became truly global. Students from all over Europe came to the François de la Guerinière Academy on what is now Rue des Medicis.

The course of the Military Academy on Bonzanfant Street in Paris, from which the future Marshal Turenne graduated, corresponded to Pluvinel’s program: horse riding, dancing, fencing, mathematics (basics of fortification), gymnastics, drawing (cartography). In some cases, music, history, or foreign languages ​​were added to these disciplines. Humanities were not welcome. The training lasted two years. Boarders paid an entrance fee of ten livres in addition to tuition fees. Externs annually paid each teacher from two to five livres.

Competing with the academies were page corps, cadet schools, and short-lived military schools that provided the same education. Louis XIV's minister of war, the Marquis de Louvois (1641–1691), created nine cadet schools with strict regulations and supervision of students. However, in 1729, only 44 boarders and 38 external students studied in all four academies that then existed in the capital.

When the Jesuits were once again expelled from France, Louis XV (1715–1774) transformed the College of La Flèche, which they had founded, into the School of Cadets (1760). She trained many young officers, including Napoleon Bonaparte.

In addition, the king founded the School of Engineers and Royal Shipwrights (1741), the Royal School of Bridges and Roads (1747), and the Royal School of Military Engineers in Mézières (1748).

It should be noted that in other countries Western Europe military schools appeared only in the 19th century. For example, in England, the Military Academy in Woolwich (now a south-eastern suburb of London), established to train cadets for the Royal Artillery, received royal status only in 1841. The school for staff officers (later the Royal Military School) was founded in 1799.

In Prussia, which in the 18th century had the most trained army in Europe, there were no military schools at all, and Frederick II the Great (1740–1786) even took credit for the fact that his army consisted of mercenaries. The army itself became a military school, but soldiers and officers were prepared for training there by the system of universal secondary education, which instilled discipline, a habit of order and a sense of duty. This military machine crushed the French troops, despite the brilliant education of their officers...

The founder of Russian military schools was, of course, Peter the Great. On August 1, 1701, the first 300 students aged from seven to twenty-five years old were admitted to the Moscow Artillery School. In the “lower” school they taught reading, writing and arithmetic, in the “upper” they mastered geometry, trigonometry, fortification and architecture. Engineering sciences were taught by foreigners.

After the death of the first Russian emperor, the school lost its position, and in 1758 it was merged with the completely decayed Engineering School, creating the United Artillery and Engineering Noble School. Its trustee, Feldzeichmeister General P.I. Shuvalov, ordered the training of engineers and artillerymen according to a single program. Since 1760, school students graduated as officers. Catherine II transformed the school into a cadet corps, which gradually became a combined arms educational institution. Its graduates who wanted to become conductors in the engineering department had to pass exams in mathematics, artillery and fortification, and therefore there were fewer and fewer applicants every year.

The land gentry corps was founded in 1731 under Anna Ioannovna. Military exercises were carried out there only one day a week, so that “there would be no obstacles to teaching other sciences.” The teaching program was surprisingly broad: in addition to elementary mathematics, grammar and other elementary sciences, the cadets also studied rhetoric, philosophy, jurisprudence, state economics, history, heraldry, fortification, artillery, geography, nautics (navigation), engraving, painting, even “statue making.” "(sculpture), and since the time of Alexander Sumarokov (1717–1777), who studied in the building in 1732–1740 and made his debut within its walls as a poet, performing arts have been added to the arts.

Contemporaries joked that officers came out of the gentry corps who knew everything except what was needed. However, the knowledge they acquired was rather superficial. In the Land Noble Corps, minors aged from five to twenty-one years old were trained, divided into five classes, three years each, with special programs for each class. In the third grade (from twelve to fifteen years old), where history was supposed to be taught, it was not studied because the cadets did not know geography, which was in the program of the previous class, but it was not taught there “for the sake of the students’ weak understanding and the use of more time for language learning." Essentially, the purpose of education was to raise a young nobleman skilled in languages, horse riding, dancing, sword fighting and the ability to conduct a decent conversation. Three virtues should adorn a well-bred nobleman: friendliness, courtesy and humility. All this could hardly be useful in battle.

In 1759, on behalf of Elizaveta Petrovna, the first curator of Moscow University, I. I. Shuvalov, prepared a draft charter for the Corps of Pages. The staff of the corps included nine chamber-pages and 40 pages; upon reaching a certain age, chamber-pages were released by officers into the guard, and pages into army units. The program of stay in the building included the study of German, Latin and French, physics, geography, geometry, algebra, fortification, history, and heraldry. The first director of the corps was the Swiss Baron Theodor Heinrich von Tschudi, secretary of Count Shuvalov, for whom he secured the position of secretary of Moscow University. His task was to reform the Corps of Pages according to the Versailles model, eradicating licentiousness and vices. Chudi eagerly got down to business and presented a twelve-point memorandum outlining his views on the education and upbringing of pages - these were the principles of humane pedagogy, which differed sharply from the educational methods then generally accepted in Russia, among which the rod was dominant. But the very next year Tschudi left Russia forever. In 1765, academician G. F. Miller compiled new program page training. In the corps they began to study mathematical and military sciences, philosophy, morality, law, history, geography, genealogy, heraldry, jurisprudence, state ceremonial, Russian and foreign languages, calligraphy, and also practice horse riding, dancing and fencing.

The needs of the army contributed greatly to the development of special education. For example, military engineers also solved civilian problems, so there was a great demand for them. In 1675, the Duke of Villahermosa, the Spanish viceroy in Flanders, founded the Academy of Mathematics in Brussels. Every year, 30 military students were enrolled there; they studied geometry, fortification, artillery and geography. After a year, the best of them were selected and left for another year for in-depth study of fortification, drawing, geometry and navigation. Much attention was paid to practical exercises. Graduates became engineers and did not have to return to their regiment. The Academy developed into a true European cultural center, but was closed in 1706 as Brussels withdrew from the Spanish sphere of influence.

Graduates of the Brussels Academy taught until 1705 at the Royal Academy of Mathematics in Catalonia. And in Barcelona, ​​the Duke de Bournonville opened, at his own expense, the Academy of Military Architecture with the Department of Mathematics. The students of these schools built fortresses and ports throughout Spain and the Caribbean, but there were still very few engineers: 90 people in the 16th century, 290 in the next. However, with the accession of the Bourbons in Spain (1700), a system was introduced into their training, academies began to multiply and things began to improve.

In 1707, in Moscow, in the German settlement, a Hospital School was opened - the first medical school in Russia for training army doctors and paramedics. For thirty years, its director and only professor of anatomy and surgery was the Dutch physician Nikolai Bidloo (1674?-1735), the personal physician of Tsar Peter. There was an anatomical theater at the school, where the corpses of homeless people were taken. The assistants of Bidloo, a doctor of medicine at the University of Leiden, were two physicians. “I took 50 people from different cities before science... of whom 33 remained, 6 died, 8 ran away, 2 were taken to school by decree, 1 was sent to soldier for intemperance,” Bidloo reported to the king. He was pleased with the results of his activities: “I am not ashamed to recommend the best of these students of Your Royal Majesty to a sanctified person or to the best gentlemen, for they not only have knowledge of one or another disease that occurs on the body and belongs to the rank of surgery, but also the art of general about all diseases from the head even to the feet... how to treat them.”

The world's first veterinary schools were founded in France: in Lyon in 1761 and in Alfort in 1765. Their founder, Claude Bourgela, was the royal master of the horse and ran the Equestrian Academy in Lyon.

Veterinarians had a much less rigid understanding of science than doctors who used people. It was on horses that a variety of experiments were carried out, including measuring blood pressure.

Teachers were needed for the new schools. The idea of ​​teacher training schools, which originated in Austria under Maria Theresa (1740–1780) and Joseph II (1765–1790), was taken up in France.

The Higher School of Crafts and the Mining Institute, founded in Paris shortly before the French Revolution, survived the revolutionary storm and even strengthened their positions.

Post-revolutionary France experienced an acute shortage of personnel: aristocratic officers emigrated or were guillotined, all universities were closed, and meanwhile devastation reigned in the country, it was necessary to restore the transport infrastructure. The Committee of Public Safety issued a decree establishing the Central School of Public Works (1794). After the first three months of "revolutionary classes" in mathematics, physics and chemistry, students were divided into three categories: some had to study for two years to then enter the civil service, others could complete the course in a year, and others did not need training at all. Of course: the physics and chemical laboratories were not yet ready, the professors did not grab stars from the sky, and at the first lectures there were no more than three dozen students. The following year, the school was transformed into the Polytechnic School, which was supposed to prepare students for the Artillery and Military Engineering School, the Mining Institute and the School of Bridges and Roads. The Polytechnic School quickly gained prestige in Europe, so much so that in 1803 the Swiss Republic even won the right to send 20 young men to study there in exchange for providing France with four of its regiments.

Finally, we should not forget about art. In 1648, Charles Lebrun (1619–1690), who had a hand in decorating the Palace of Versailles, and other artists created the Royal Academy of Painting and Sculpture, which included the Academy of Architecture. The chief minister of the “Sun King”, Jean Baptiste Colbert, issued an edict in 1676 on the creation of academic schools in the province to train young artists, artisans and factory workers in the theory of drawing and copying patterns. But the first sign in this area was the public free Drawing School in Rouen, founded in 1740 by the city Academy of Sciences, Letters and Arts. For about half a century it was led by the Flemish artist Jean Baptiste Dean (1706–1791); Following the model of this school, similar schools were created throughout Europe.

Count I.I. Shuvalov initiated the creation and first president (1757–1763) of the Academy of Arts in St. Petersburg, donating his collections of works of art to it. Several artistically gifted graduates of Moscow University were transferred to the academy, including Vasily Bazhenov. In addition to the arts, students of the academy were taught history, anatomy, mythology, mathematics, and foreign languages. On Tuesdays, Wednesdays and Thursdays, classes were held in the “drawing chamber” under the guidance of foreign masters - sculptor Nicolas Francois Gillet, painter Louis Joseph le Lorrain, draftsman Jean Michel Moreau, engraver Georg Friedrich Schmidt, who helped found the Russian academic school of painting.

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It is no secret that military specialties on the territory of countries former USSR are not successful. Military education is represented by several cadet schools and military institutes, which do not have high international ratings.

If your child has decided to build a military career, then you should think about sending him abroad. Of course, you can get the best military education in USA. But many boarding schools charge more than $40,000 a year for tuition and living expenses. Naturally, such an amount is not always feasible, especially for parents of schoolchildren from Eastern Europe. The article contains a small list of international boarding schools with affordable tuition fees, which will help you apply for documentstravel agency Kharkov .

1. Camden Military Academy, USA.

Among the world's famous military educational institutions, Camden Academy devotes the most time to the education and general development of its students. The school program focuses on training and developing both the physical and spiritual qualities of future military personnel. The school has existed in the USA for more than 100 years. If your son is planning a military career, Camden should be at the top of his list. Only boys attend the school. Schoolchildren from Europe are accepted after finishing 8th grade. 80% of Camden students are foreigners. Annual tuition and living costs $17,000. Financial aid rate: 30%.

2. Carson Long Military Institute, USA.

Another military boarding house, founded in 1842. Carson Long is the oldest military boarding school in the United States. Carson Long is positioned as a preparatory school that gives young people all the necessary skills and knowledge to further build a military career. The school accepts boys who have completed primary classes. 75% of schoolchildren are foreigners. Tuition and living costs: $16,000 per year. Financial assistance is not available.

3. New Mexico Military School, USA.

The New Mexico Military School offers academic and military training for boys with the goal of obtaining a higher military education and serving in the military. The boarding house is known for its various programs of financial support and motivation for schoolchildren. The school's students also have access to two-year college preparatory programs, as well as subsidies and discounts for subsequent education at five US military academies. The school has recently practiced co-education, but the ratio of girls to boys is no more than 1:12. Students who have completed 9th grade can apply to the New Mexico military school. 60% of students are foreigners. Residential tuition is $11,000 per year, and $8,400 for those wishing to live off campus. Number of students receiving any financial assistance (scholarship, tuition discount): 75%.

4. Bronte School. Canada.

The school is located in the suburbs of Mississauga, conveniently close to Toronto Airport. The school has the atmosphere of a strict classical boarding house, which is atypical for most Canadian private schools. It is important to note that the Bronte School has several partner universities, and the best graduates can be offered free preparatory courses at a particular college. The school practices co-education. You cannot sign a one-year contract with the school. You will have to study for at least 4 years, for example from grades 9 to 12. 84% of schoolchildren in Bronte are non-residents. Tuition costs approximately $8,000 per year (with room and board). Financial assistance, i.e. scholarships and grants, is not provided for students. If studying in the US seems too expensive, a Canadian school will be your best choice!

It would seem that everything is strict with military education in Russia, and only citizens of our country can enter a military university. However, many Russian military universities have special departments for training foreign citizens.

Every year, more and more students from abroad enter military universities and colleges in Russia. Firstly, because Russian military education is considered to be of very high quality; and secondly, some countries are armed with military equipment Russian production. Foreigners do not accept only to educational organizations for training specialists for the Strategic Missile Forces (Strategic Missile Forces).

Image source: dvoku.mil.ru

Foreign applicants can enroll in bachelor's, specialist's and master's degrees. In addition, military personnel from other countries often undergo retraining or advanced training courses at Russian universities.

In Russia, students from Belarus, Kazakhstan, Armenia, Azerbaijan, Moldova, other CIS countries, Vietnam, Mongolia, India, South America and Africa receive military education. Foreigners can enter a Russian military university on the basis of intergovernmental agreements. Every year, the Government of the Russian Federation allocates a certain quota to military universities for the admission of foreign students. Training at faculties for training foreign military personnel is carried out on a paid, preferential or free basis. That is, foreigners can study for free.

Decree of the Government of the Russian Federation “On establishing a quota for the education of foreign citizens and stateless persons in Russian Federation", annually the number of applicants from these categories should not exceed 15 thousand people.

For admission to Bachelor's or specialist's programs, applicants must have a level of education not lower than secondary general education. For admission to the master's program You will need a higher education diploma (bachelor's degree).

Image source: vamto.net

Admission takes place in two stages. First, candidates submit an application for admission and Required documents to the governing bodies of the relevant law enforcement agencies in their country. Here they undergo some tests, the results of which are necessary for admission to Russian military universities (medical examination, physical training, subject exams). If the applicant’s level of preparedness meets the requirements of a Russian military university, he will receive a letter of invitation from the university to study.

Upon arrival in Russia (no later than the established date), the candidate will have to go through the second stage of entrance examinations.

Entrance tests

Foreign applicants, when entering military universities in Russia, undergo the same entrance tests as Russian citizens. Applicants for specialty or bachelor's programs undergo interview, physical fitness test, medical examination and hand over exams in required subjects(in writing, in the form of tests). Most often, this mathematics and physics. Exam Russian language is very important for foreign applicants, since without knowledge of the Russian language at a good level, foreign candidates simply will not be accepted into a Russian military university.

Those entering the master's program undergo interview, test or dictation in Russian And body check.

Documents for admission

The list of foreign applicants will be much longer than that of applicants from Russia. Candidates from abroad who have received a letter of invitation to study from a Russian university must have with them:

• a copy of the first page of the international passport (valid for the entire period of study)
• copy of birth certificate
• travel certificate (order)
• a copy of the marriage certificate (if married)
• migration card
• copies of education documents and attachments to them
• autobiography (in Russian in printed form)
• characteristics from the last place of service (study, work) (in Russian)
• medical examination card certified by an official health authority
• certificate of absence of HIV infection, certificates of absence of particularly dangerous infectious diseases, certified by an official health authority (in Russian)
• voluntary medical insurance policy valid on the territory of the Russian Federation during the entire period of study
• 4 photographs each measuring 4x6 cm and 3x4 cm without headdress (on matte paper).

If the applicant passed military service , then you must additionally provide the following documents to the admissions committee:

• extract from the personal file on service
• an extract from the order on conferring a military (special) rank and taking the national oath
• a copy of the service card.

Copies of all documents must be translated into Russian And notarized.