As it was confirmed during the recent APEC summit in Beijing, and especially in view of measures again the global economic crisis, development of effective infrastructure elements of the innovative system, new findings and developments within applied and fundamental research are in the centre of the production industry, economic and scientific community.

Currently, sustainable and effective development of the scientific and technological potential in priority directions in science, technology and engineering is increasingly dependent on international integration, transparency and openness. With this regard, it is important to ensure the international inflow of young scientists into research, development of the leading scientific schools and launching new projects. Within these two tendencies, the higher school is concentrating mainly on two goals:

- the first goal - to help the graduate students to develop motivation, knowledge, skills and certain practical techniques in handling creatively abnormal, unpredictable situations of the multifaceted world;

- the second goal - non-ambiguous, transparent and to the maximum extent uniformly interpreted international standards reflecting (description and control) of the education quality.

The Uniform State Exam (USE) was introduced in Russia in order to ensure the uniform standards of education and its quality. 

At the same time, along with the above mentioned goals in mind, the current quality of the USE is qualified by the teachers themselves as a guessing game, where both the positive and the negative meanings are combined; as follows:

- it develops heuristic qualities in  students which allow them to find their way in a multitude of unpredictable professional scenarios;

- but it also lowers the student's motivation, responsibility and abilities in receiving solid interdisciplinary knowledge and skills.

Teachers, starting with thoughtful parents, know very well that a small child in order to make the learning process easier (as it seems to the child) when trying to resolve a task tries to guess and not to think. This is one of the natural psychological peculiarities which can represent an obstruction in receiving quality education, including higher education. A student whose formal task is not only to learn, but also to get involved into research, can lack the initial basic skill to handle it as it can already be spoiled by both the mentioned earlier "guessing game principle" and the accompanying this game faulty/ flawed technical means serving to make it as easy as possible to find required information, and, consequently, simplified, lopsided, predominantly visual, "screenshot", pictorial (comic) way of receiving and digesting this information. 

Creation is a process, including research activity, but not an absolute instant act in form of intuitive insight or an heuristic finding. Creative activity is not a one-sided non-conformism, it is not a non-dialectic rupture of the new with the old. The creative new is not a total novelty, but a positive (and not anti-value) increment to the tradition. One of the tendencies in Education (in the broad sense of the term) does not correspond to this status. We mean the extreme deviation from the traditional pedagogical system, represented by its three basic functions - education, learning and upbringing. Due to the limits imposed by the size of this publication, we shall give as an example only a non-scientific - in its nature, randomness, scale and groundlessness - abandoning textbooks and all the system of work based on a textbook, including the library system with its organizing search principles and digestion of information - in favour of total computerization. At this stage of development it obviously demonstrates the uncertainty of such a choice. 

It would be counterproductive to obstruct the progress of science and technology, including its information means. At the same time, the quality of education, including education of the participants of scientific work, requires consideration and reasonable correction of the named tendencies which have already shown some negative, anti-value and counter productive consequences.

This correction should be done in a systematic and methodologically correct way, taking into consideration on the one hand the essence and dialectic structure of creative process (typological analysis of which is reviewed in various writings by the Author [1-3 and many others]), and, on the other hand, methodology of teaching in general and specifics of teaching as a creative process as a specific form of creative activity. 

2. Petryaev V.V., "On entering into the analysis of creativity (to the justification of the conceptual development of typological prospects given the uncertainty sets)". // "Bulletin of the N.I. Lobachevsky State University of Nizhny Novgorod ". – № 1(5). – 2006., – р.р. 537 – 547.

3. Petryaev V.V., "Phenomenon of creativity as an attribute of a society". // "Philosophy and Society". – № 3. – 2008. – р.р. 123 – 126.