The influence of interpersonal communications inside and outside a University on effectiveness of education is investigated. It is shown, that low effectiveness of direct (traditional) education may be compensated by increasing of communicational activeness of students and stimulation of interpersonal communications. Hysteresis dependence of quality of education on communication activeness of students takes place at low effectiveness of direct education. The fact allows explaining of modern situation in post-soviet countries, particularly, in Kazakhstan, when sufficient efforts of the government gives no evident results in respect to increasing of education quality.