NATIONAL RESEARCH NUCLEAR UNIVERSITY (MEPhI) INTERNATIONAL CENTER OF NUCLEAR EDUCATION

1. NATIONAL RESEARCH NUCLEAR UNIVERSITY (MEPhI) INTERNATIONAL CENTER OF NUCLEAR EDUCATION THE REVIVAL OF NUCLEAR EDUCATION SYSTEMIN THE COMMONWEALTH COUNTRIES BASED ONTHE FEDERAL NUCLEAR UNIVERSITY (MEPhI) V.M. Murogov, M.N. Strikhanov, B.M. Tulinov IAEA .VIENNA. 05-08 May 2009

2. INTRODUCTION

3. The resolution of the President of RF for the establishment of the National Research Nuclear University based on the Moscow Engineering Physics Institute (MEPhI) – the decree of the President of RF dated October 7, 2008 No. 1448 “On implementation of the pilot project on the establishment of federal research universities” – creates new conditions and possibilities for the realization of “The Concept of the RF state policy in the field of training of national workforce for foreign countries in Russian educational institutions” / approved by the President of RF 18.10.2002/.

4. The current stage of the development of global community is characterized by increasing role of education, which has an active influence on its state and establishes the principles of economic and social progress of the whole human civilization as well as individual countries and nations. Welfare and safety of the society, success and results of its development practically in all fields of activities depend essentially on the level of scholarship of its members, which is provided by achievements in the field of education. In the course of scientific and technological progress, the dependence is increasing.

5. The concept of the state policy of the Russian Federation in the field of training of national workforce for foreign countries in Russian education institutions is a concept of scope, basic trends and support of international activity of the Russian Federation in the field of staff training for foreign countries. The concept is framed based on geopolitical and socio-economic interests of the Russian Federation and describes the objectives, goals, priority activities in the field of training of national specialists for foreign countries in Russian education institutions.

6. «The Russian Federation has a real potential that enables it to take a worthy place in the global education community. Of critical importance here are high quality and accessibility of the Russian education, a wide variety of education services available, a powerful intellectual resources, a high, but not fully realized scientific-educational potential of education institutions. To the benefit of Russia, it is to provide effective use of the education potential available, which is also one of rather significant national export resources».

7. Training of national staff for foreign countries in Russian education institutions should constitute a substantial part of external economic activity of the Russian Federation with a priority work towards more profound integration processes in SIC and EurAsEC. There are following priority areas of the state policy in the field of national staff training and education for foreign countries in Russian education institutions:

8. Training of the brainpower of foreign countries with a view to ensuring long-term political and economic interests of Russia in the regions of the world. • Use of workforce potential of foreign specialists – graduates of Russian universities for creating long-term favorable conditions for the development of political, trade-economic and scientific-technical cooperation between Russia and foreign countries.

9. One of the main missions of the Concept realization is to rehabilitate the position of Russia as the main education center of EurAsEC and CIS, to establish a community of the states capable of becoming a center of sustainable political, social, economic and scientific-technical development, a zone of peace in the 21st century. Sustainable development involves achieving a sustainable energy development, ensuring energy security.Solving the problems in Russia and all over the world in the 21st century is based on the development of nuclear technologies.

10. The development and use of nuclear technologies in the present-day world, in the 21st century, is based on international and national systems of nuclear knowledge control, accounting and management, on a unique education and training system of nuclear special technicians, engineers, researchers, on the basis of international cooperation within the frame of international contracts, agreements and conventions worked out under the aegis of IAEA. All the aspects of scientific-technical, social-political and legal nature associated with “nuclear” activity should be considered in the Concept of nuclear education and training for the Commonwealth countries: EurAsEC and CIS.

11. Current problems of power engineering • Though there is a variety of different scenarios of future energy development, some points are inviolable for these predictions: • increase of population and global energy consumption; • stiffer competition for limited and non-uniformly distributed resources of organic fuel; • increasing dependence on unstable situation in the regions of oil-exporting countries; • growing environmental restrictions; • need for reducing the difference in energy consumption between the richest and poorest countries.

12. In these conditions, the role of nuclear energy – the only new source of energy commercially developed and capable of responding the outlined challenges – will inevitably increase as a stabilizing factor for energy and social-political development. The basis for security culture with reference practically to all areas of technogenic activity was provided by the culture of physical and nuclear safety of nuclear facilities, the system of international nuclear security.

13. Nuclear technologies – guarantee of economic security • For the Commonwealth countries, nuclear technology is not only and not so much element of energy market: this is the basis of nuclear science and technology, which run through and determine socio-political and technical-economic life of the nation: • “nuclear” medicine: a new level of clinical diagnosis and treatment of major diseases: cardiovascular, cancer, etc.; • enhancement of effectiveness in agriculture and improvement in food quality, including food preservation; • nuclear-physical analysis methods and enhancement of quality control in the industry: the development of science based on nuclear-physical analysis methods and devices – lasers, accelerators, isotopes.

14. For the Commonwealth countries, nuclear technology really can provide transfer to an intensive mode of economy management by going from raw-material to industrial, mechanical-engineering economy, where scientific-technical potential plays the role of motive force of social and industrial development (education, ecology, economy and security culture) by providing a four- or fivefold increase of the share of engineering and scientific sectors in national economy as compared with raw-material sector.

15. From the foresaid, it follows that Russia is ‘doomed’ to use and develop nuclear technologies. It was the President of the Russian Federation, who addressed to the participants of the UN Millennium Summit (2000) with the initiative to ensure energy stability of the development based on nuclear technologies. The initiative turned out extremely opportune and was supported by the global community.

16. The nuclear energy itself as well as nuclear technologies would have to follow the way of fundamental internal development. Today, the future renaissance of nuclear energy is being discussed; new “innovative” structures and management methods are developed, while the nuclear technologies (VVER, BN, and NFC) remained practically at the level they were 20 years ago. This is one of the main reasons for stagnation of NE in the world. All the above can be illustrated with a diagram of energy resources being used.

17. U-238 – 86.7% Coal – 8.7% U-235 – 0.4% Gas – 3.4% Oil - 0.8% Relative energy content of natural fuel resources

18. Today, the nuclear energy is based on Uranium-235 resources, while the U-235 reserves being significantly less than those of oil and gas. There is no long-term future for such nuclear energy. What a stabilizing role of nuclear energy could be concerned in this case? But there is a way out: fast neutron reactors in closed fuel cycle. In this case, all uranium reserves (U 235, U 238) would become available, as well as the reserves of thorium. The resources for nuclear energy would be practically unlimited.

19. This is the challenge the Prime Minister of the Russian Federation V. Putin had issued for the State Corporation ROSATOM in the course of a working trip to the town of Elektrostal (28.07.2008), when speaking about the need to switch over to a new technology level in the nuclear industry within the framework of the Targeted Programme “Atomic Energy Technologies of the New Generation” for the years 2010-2020: “I mean a closed fuel cycle and the development of commercial fast neutron reactor.”

20. Fast neutron reactors in closed fuel cycle provide the basis for a full-scale development of nuclear power capable of solving the problem of sustainable energy development.

21. Research and development works on fast reactors have been carried out over more than 60 years: in 1944, E.Fermi formulated the development concept of fast reactors; in 1946, the first experimental fast reactor with plutonium was created (Clementine – USA). In Russia, the works on fast reactors were initiated in 1949 in IPPE (Obninsk) under the guidance of A.I.Leypunsky, one of the MEPhI founders.

22. By the late 1980s, Russia had realized an ambitious R&D program - construction and operation of necessary experimental and technological base, experimental and development fast reactors (BR-1, BR-2, BR-5(16), BOR-60), the first in the world commercial fast reactor: BN-350 in Kazakhstan (1973) and BN-600 reactor (Beloyarsk NPP) operating successfully until now.

23. This required the transfer of knowledge and experience within three generations at least. The most advanced system of nuclear education in the world was created based on specialized “nuclear” universities: first of all, MEPhI and its affiliates. The system of nuclear education in the USSR provided both the development of nuclear power and non-energy applications of nuclear technologies in all republics of the Soviet Union: nuclear medicine, pharmacology, nuclear methods in science and industry – based on centralized nuclear fuel cycle, control and accounting system and regulatory agency.

24. Now, this is practically the recreation of this unified system of nuclear education and necessary infrastructure based on the National Research Nuclear university (MEPhI). The loss of knowledge and experience in this area is not only a ‘direct’ economical loss. This is a real scientific-technical disaster associated with the loss of the scientific school: • qualified skilled personnel; • loss of the educational system in this field (primarily, teaching staff and researchers); • loss of experimental base; • loss of contacts and new generations of young scientists.

25. The regeneration of this loss (if it is ever possible!?) will require a ten-year persistent efforts at the national level! By all means, the best and real way for knowledge retention is to evaluate, develop, design and construct real fast reactors (for example, BN-800) and facilities (or laboratory facilities at least) as well as to develop NFC technologies and infrastructure, i.e. a real development of nuclear power.

26. Problems of nuclear knowledge

27. Need for nuclear knowledge preservation and management Nuclear knowledge, developed with government support over the past six decades at considerable cost, exceeds the current commercial demand for it and some knowledge is facing the danger of being permanently lost. The knowledge in the area of several nuclear applications are being widely disseminated and freely shared, while other knowledge are restricted and, moreover, forbidden for dissemination (the problem of non-dissemination of sensitive nuclear technologies). The current status of nuclear knowledge and its management are not in a satisfactory condition.

28. Why is the knowledge preservation and transfer of high importance especially in the nuclear area?The problem of non-dissemination: the need for strict control, management of nuclear knowledge. • In contrast to knowledge in other scientific areas, free sharing and uncontrolled use of nuclear knowledge are severely restricted due to concerns about nuclear security and proliferation. • Nuclear safety requires free sharing of information and experience to avoid repetition of accident precursors. • An appropriate balance between nuclear safety and security requirements needs to be established in the management of nuclear knowledge. • Exceptional long life of nuclear facilities • Nuclear waste and SNF • Innovation development

29. The development of nuclear science, engineering and industry in the early 21st century concurred with the consciousness of threats: • workforce ageing, professional retirement and, as a consequence, loss of nuclear knowledge; • degradation of technological skills and know-how loss; • probable degradation of security and reduction (dying-out) of innovation potential.

30. The qualified workforce for the nuclear industry is one of the most complicated problems at the current stage of nuclear power development. The predicted rates and scope of the nuclear power development require an outrunning growth of personnel support for all structures of the nuclear energy industry complex. The existing system of education and personnel assignment to the nuclear industry is obviously insufficient for its large-scale development.

31. In the nuclear sector there has been no systematic approach to solving the problem of workforce training. The situation is critical. With an overall decrease in the number of research engineers (being the motive power of innovative development) their portion increases above the age of 60. The average age of key nuclear specialists (doctors of sciences) and the faculty of higher educational institutions with “nuclear” specialization is far beyond the mean length of life in the country. This is against the background of an overall demographic crisis and reduction in the level of formal education.

32. The material and technical foundation and the teaching staff of “nuclear” universities do not allow the implementation of necessary large-scale reproduction of workforce for the nuclear industry. But this is not merely internal Russian problem; this is a common problem for all developed and leading nuclear countries.

33. The developed countries recognize the need for priority and advance support of the nuclear power engineering with qualified specialists. First of all, this is necessary due to the awareness of the need for a large-scale development of the nuclear energy as a surety of energy safety of the country and understanding of the specific requirements set to nuclear personnel. In connection with the decision of many countries to develop nuclear energy, their governments, in particular the USA, Europe and China, are going to start the preparation of required specialists at a rapid space.

34. The most important line in the development of nuclear education consists in the integration of universities into international networks such as ENEN and ANENT aimed at coordinating and joining efforts of various countries of the specific region (European (ENEN) and Asian (ANENT)) in the field of unification of educational programs. This will result in a mutual acceptance of certificates of degree, exchange of students, teachers and researchers, providing a wide access to the information in the field of nuclear science and education, strengthening of all forms of inter-university cooperation.

35. International community chose the way of integration in the field of nuclear education: • In the USA since 1982 the Nuclear Engineering Department Heads Organization – 41 universities. • In Canada, 6 universities and a number of organizations have united in the University Network of Excellence in Nuclear Engineering (UNENE). • In 2003, the European Nuclear Education Network (ENEN) was established based on 21 universities and 6 research centers from 17 European countries. • Now, in Great Britain the Global Research Alliance - Worldwide Universities Network (WUN) is established based on partnership of 16 universities from Europe (9), the USA (5) and China (2). • In 2004, in Malaysia the Asian Network for Education in Nuclear technology was founded based on universities and research centers from some Asian countries.

36. The creation of the most important element of the Russian nuclear education cluster – the National Research Nuclear University (MEPhI) is fully in line with the world tendencies in the field of nuclear education and will make it possible to develop an internationally competitive education structure in Russia. INIC is the associated form of consolidation of nuclear education in the Commonwealth countries. In the first session of the INIC council (in May, 2008), the main goals and areas of INIC activity were set.

37. The mission of INIC is to form an international corporate system of personnel training and education in the field of peaceful uses of nuclear energy, to realize innovation projects in professional activities based on the integration of scientific, education and innovation potential of the Consortium members. • Development of cooperation in the field of nuclear education and science in Russia; • Preservation, transfer and improvement of nuclear knowledge; • Formation of an up-to-date efficient system of specialists training for the development of nuclear power complex of Russia; • Development of a modern innovation system of the nuclear industry for realization of innovation projects; • Strengthening of mutual relations between universities, research centers and industry; • Applying of high academic standards of nuclear education.

38. Participants of INIC The Republic of Belarus: • The Belarusian State University • The Belarusian National Technical University • International State Ecological University named after A.D. Sakharov The Republic of Kazakhstan: • The Caspian State University of Technology and Engineering named after Sh.Esenov • Almaty Institute of Energy and Communication • Kazakh National Technical University named after K.I.Satpaev • Semipalatinsk State University named after Shakarim • Kazakhstan Nuclear University • Kazakh National University named after Al-Farabi • National Nuclear Center of the Republic of Kazakhstan

39. Participants of INIC The Kyrgyz Republic: • The Institute of Mining and Technology named after U.Asanaliev The Republic of Tadzhikistan: • The Tadzhik Institute of Mining and Metallurgy • The Tadzhik State Medical University • The Tadzhik State National University

40. Participants of INIC Russia: • The State Regional Education Center ATOMPROF • Moscow Engineering Physics Institute (Technical University) • Ural State Technical University • The Russian State Geological Surveying University named after Sergo Ordzhonikidze • D.Mendeleev University of Chemical Technology of Russia • St. Petersburg State Polytechnical University • St. Petersburg State University • Tomsk Polytechnic University • Moscow Power Engineering Institute (Technical University) The education programs in Russian “nuclear” higher education institutions are coordinated by the Russian Nuclear Innovation Consortium (RNIC).

41. In 2005, the leading scientific and educational organizations initiated the foundation of the Russian Association of Nuclear Science and Education (RANSE) for integration of educational research process in cooperation with the IAEA and the World Nuclear University (WNU). In 2006, the first scientific session IAEA-WNU took place – “Nuclear Technology for Human Life in the 21st Century”.

42. The National Research Nuclear University(MEPhI) The purpose of the NRNU (MEPhI) creation: • training of specialists and scientific-innovation support of the development of the nuclear industry and other high technology economy sectors of the Russian Federation; • system upgrading of higher and secondary-level professional education; • complex development of the regions based on the integration of science, education and industry and effective strategic partnership with the business society.

43. The National Research Nuclear University (MEPhI)

44. Strategic Mission of the National Research Nuclear University (MEPhI) In the context of renaissance of nuclear power and its geopolitical significance, the personnel training will have influence on the economy of Russia and considerable number of countries. The annual demand for young specialist of all levels makes up from 9,500 to 10,000 in Russia. A complex of measures to increase competitiveness and accelerate innovation development of the regions by implementing the workforce reproduction programs, integration of science, education and production, introduction of new innovation technologies. System effects at the region level- acceleration of socio-economic development, overcoming of social risks; - staff reproduction of high-technology enterprises located in the regions.

45. An innovation educational program of engineering-physical education for a new stage in the development of nuclear science and industry Purpose: the development of engineering-physical education for training of specialists in critical technologies

46. Organization of education process in “nuclear” specialization for the Commonwealth countries (CIS and EurAsEC)based on the National Research Nuclear University (MEPhI) • Basic natural-scientific and engineer training in national educational institutions of EurAsEC; • Additional basic education based on higher education institutions being part of the International Nuclear Innovation Consortium (distance methods); • Professional higher education based on the National Research Nuclear University (MEPhI).

47. Missions of the first stage in realization of educational process for the Commonwealth countries (CIS and EurAsEC)based on the National Research Nuclear University (MEPhI) • «Inventory» of remaining scientific schools (professors, senior staff); • «Inventory» of technological and experimental base for training of qualified specialists; • «Inventory» of training material (books, educational supplies, reference books, video, etc.) • Development of teaching software and computer programs for additional basic education based on the methods of distance education; • Coordination of education programs with the IAEA concept of nuclear education; • Transfer of the developed programs to national higher education establishments.

48. International Center of Nuclear Education (ICNE-MEPhI) of ROSATOM and Ministry of Education and Science of the RF In the course of the visit to MEPhI in July, 2008, the President of the Russian Federation announced the line to the integration of science and education as the solution of not only the education problem, but also the problem of salvation for scientific organizations that had lost their workforce potential and are not being in demand so far to the full extent. The President of the RF emphasized that this process should not be limited within the “domestic” frame – it should be involved in the international cooperation. This will be assisted by such structures as the International Center of Nuclear Education (ICNE) – MEPhI (Moscow) with its affiliate in Obninsk Institute of Nuclear Power Engineering (IATE-Obninsk) as the International Center of ROSATOM and the Ministry of Education and Science.

49. The Center will cooperate – moreover, some necessary steps have already been done – both with international organizations (IAEA, WNU, ENEN, ANENT, and others) as well as public and governmental (first of all, industry) organizations.