Types of internationalization of higher education. The main forms of internationalization of higher education at various levels of implementation. Integration with features in mind

In recent decades, the leading trend emphasizing the development of globalization processes has been the internationalization of higher education. It included not only individual universities or organizations, but also entire states. This is not surprising, since internationalization of the education system can bring significant benefits. And not only in the form of an influx of foreign students. This process gives a serious impetus to the development of both the higher education system of the entire state and an individual higher education institution that wants to be competitive.

The concept of internationalization of education

It arose relatively recently - at the end of the last century, but quickly became the main characteristic of what was happening in this area. It was based on various ideas of international cooperation in the field of education, most of which have already been implemented as various types of programs.

We can say that the internationalization of education is a process, the essence of which is the active introduction of an international component into all functional areas of the university. That is, it affects not only educational activities, but also research and even administrative ones. The authors of articles on internationalization emphasize its connection with all functions of the educational process and note the complex nature of this influence.

Forms of cooperation

It should be noted that the internationalization of education is a process that includes various formats of international interaction:

mobility for educational purposes: this includes not only students and teaching staff, but also representatives of the university administration;
introduction of such types of mobility as institutional and program based on various training tools;
drawing up updated educational standards based on international standards and including them in university curricula;
creation of various forms of long-term partnership in the institutional field of education.

Considering all these types of international cooperation, you need to pay attention to the fact that the internationalization of education is a process that covers not only external forms in the form of studying abroad. This is also a complex internal transformation. It covers all higher education institutions and directs them towards international interaction.

Implementation strategies

Today, world practice has developed various strategies that are developing on the basis of such a trend as the internationalization of the education process. Depending on the motives for implementation, they can be formed into four groups.

The strategy of a coordinated approach is based on long-term international cooperation. It is implemented through increasing mobility of both students and teachers, exchange programs, and partnership agreements. The fundamental tenet of this strategy is not competition, but cooperation.
A strategy that supports the migration of leading foreign specialists and gifted students. The host country, in an effort to increase its competitiveness, creates a number of conditions for them: academic scholarships, simplified visa regime and immigration standards.
Income strategy. It is also based on attracting qualified specialists, the only difference being that there are no benefits, and education is provided on a paid basis. The influx of foreign students allows universities to organize entrepreneurial activities.
Empowerment Strategy. Designed to encourage education abroad or at domestic universities that provide such services. The implementation levers here are measures aimed at supporting the mobility of both students and scientists, teachers and

Levels of internationalization management

Today it becomes obvious that even global processes need regulation, and that it includes not only specific enterprises or organizations, but also the state itself.

The above fully applies to those phenomena that are reflected by the modern trend of internationalization of education. There are three main levels of management here:

state;
regional;
university

Each one implements its own strategy and management tools. The state, when forming a strategy for the development of this process, must take into account not only the trends of existing foreign experience, but also the specifics of its cultural environment, the potential of higher educational institutions, and their material base. At this level, tools and norms are created that allow universities to effectively develop in the direction of internationalization.

The regional level is called upon to form, so to speak, “on the spot” those conditions and infrastructure that will not only allow educational institutions and other related institutions to develop dynamically, but also create comfortable conditions for foreign students.

The instruments of internationalization in education can be most clearly reflected at the level of the educational institution.

Management Tools

They can be developed in a complex or implemented separately at different sites.

Invitation to cooperation of international experts. The direction of their activity can be different: as an expert in educational programs or participation in the development of an institution’s development strategy.
Development of such an element as international competencies. This tool applies not only to the teaching staff, but also to everyone who will be involved in the educational process in one way or another.
Formation of institutional partnerships with advanced foreign educational centers.
Inclusion in associations or networks to promote the educational institution in the international educational market.
Participation of the university in international rankings.
Development of various educational projects together with other educational institutions in the country and abroad.
Development and implementation of research programs with foreign partners.
Carrying out international accreditation. Certification of education quality based on world standards.

The list presented can be continued, since the internationalization of education is a development process that constantly opens up new and diverse forms of cooperation.

Management efficiency factors

Two groups of factors play a role here: internal and external. The first includes the potential of a higher educational institution: material and technical equipment, level of development of teaching staff, etc.

The second is implemented at the state level. It covers political and socio-economic conditions. In the first case, the policy implemented in the field of education plays a decisive role. Today it is acquiring a clearer focus and offering new effective tools for implementing internationalization.

Taking into account socio-economic conditions is based on demographic, geographic and economic data, which also need to be taken into account when developing and implementing an education development strategy.

Internal development resources

At the university level, the success of internationalization is determined by the following capabilities:

the presence of high-quality specialized programs that will allow the university to find its field and offer educational services there;
cooperation with foreign higher education institutions;
having experience in international activities.

An important place here is occupied by the presence of an adequate development strategy and the desire to follow it.

Role in the development of world processes

Modern trends, reflecting the direction of development of the modern world, encourage us to pay attention to the relationship between processes such as globalization and internationalization of education. Both of them are connected in some way. A striking and controversial trend characterizing modern transformations, globalization affects almost all spheres of human life, including education.

This concept itself is used by some researchers to characterize globalization, which is presented as the process of internationalization of various areas of life: economic, technological, cultural, trade, etc.

This allows us to define globalization as the root cause and foundation of the transformation of educational systems. Therefore, the internationalization of education is an important component of the development of global processes, which includes in the process not only various educational institutions, but also entire states.

Internationalization as a development factor

It is from these positions that it is proposed to consider this process, since in this way it can be presented as an effective tool that stimulates the achievement of such goals:

increase in the level of teaching;
development of various forms of research work;
the opportunity to select and use the best examples of international experience;
an increase in the number of competitive advantages of the university both in the domestic market and in the external - international market.

These are the general directions of development of an educational institution that wants to find its place in the global educational process.

They should be specified and reflected in the strategic directions of the university’s development, which are determined on the basis of potential. Here you also need to clarify your idea of your place in the global system, establish what it will be: world level, sectoral or, possibly, regional.

Keywords

MODERNIZATION OF EDUCATION/REFORMS/ INTERNATIONALIZATION/ INTEGRATION / MOBILITY / EDUCATION MODERNIZATION / REFORMS / INTERNATIONALIZATION / INTEGRATION / MOBILITY

annotation scientific article on economics and business, author of the scientific work - Filippov Vladimir Mikhailovich

The article examines the direction of the transformations carried out in the higher education systems of developed countries in the conditions internationalization education. Internationalization education is considered as one of the factors in ensuring international educational cooperation, which occurs in conditions of ever-increasing competition in the global education market. Integration processes are analyzed both within the European Higher Education Area and the Asia-Pacific educational space, as well as in the format of such associations as the CIS, SCO, BRICS. Features are considered internationalization education at the present stage. It is especially noted that the focus of international student mobility is increasingly shifting to the Asia-Pacific region. An analysis of foreign experience is provided, as well as factors that students take into account when they choose a place of study (language of instruction, quality of programs, tuition fees, immigration policy). The regional features of international academic mobility are revealed. The article pays special attention to the peculiarities of higher education management mechanisms operating in different countries, manifested in the degree of autonomy granted to universities in deciding issues of admission, organization and content of training, final certification and financing. Recommendations are provided to promote the expansion of mobility, taking into account the experience accumulated in this area by the Peoples' Friendship University of Russia.

Internationalization of Higher Education: Major Trends, Challenges and Prospects

The article discusses the directions of the reforms carried out in the higher education systems of developed countries in terms of internationalization of education. The internationalization of education is considered as a factor in ensuring international cooperation in terms of competitiveness. The author analyzes the integration process with the participation of the Russian Federation in the framework of the European Higher Education Area and the Asia-Pacific Educational Space, as well as the format of academic cooperation within CIS, SCO and BRICS. The main features of the internationalization of education at the present stage are discussed. It emphasizes that the focus of the international student mobility increasingly shifts to the Asia-Pacific region. The article provides an analysis of international experience, as well as the factors that students take into account when they choose a destination of academic mobility (the language of instruction, the quality of programs, school fees, immigration policy). Regional specifics of international academic mobility are disclosed. Special attention is paid to the particularities of university operating in different countries mechanisms of higher education, manifested in the degree of autonomy granted to universities in addressing the reception, organization and content of training, the final certification and financing. Recommendations are given for the purpose of promoting mobility, taking into account the experience gained in this field by the Peoples’ Friendship University of Russia.

Text of scientific work on the topic “Internationalization of higher education: main trends, problems and prospects”

INTERNATIONAL EDUCATIONAL COOPERATION

INTERNATIONALIZATION OF HIGHER EDUCATION: MAIN TRENDS, PROBLEMS AND PROSPECTS

V.M. Filippov

Peoples' Friendship University of Russia st. Miklouho-Maklaya, 6, Moscow, Russia, 117198

The article examines the direction of the transformations being carried out in the higher education systems of developed countries in the context of the internationalization of education. The internationalization of education is considered as one of the factors in ensuring international educational cooperation, which occurs in conditions of increasing competition in the global education market. Integration processes are analyzed both within the European Higher Education Area and the Asia-Pacific educational space, as well as in the format of such associations as the CIS, SCO, BRICS. The features of the internationalization of education at the present stage are considered. It is especially noted that the focus of international student mobility is increasingly shifting to the Asia-Pacific region. An analysis of foreign experience is provided, as well as factors that students take into account when they choose a place of study (language of instruction, quality of programs, tuition fees, immigration policy). The regional features of international academic mobility are revealed. The article pays special attention to the peculiarities of higher education management mechanisms operating in different countries, manifested in the degree of autonomy granted to universities in deciding issues of admission, organization and content of training, final certification and financing. Recommendations are provided to promote the expansion of mobility, taking into account the experience accumulated in this area by the Peoples' Friendship University of Russia.

Key words: modernization of education, reforms, internationalization, integration, mobility.

In the 21st century in the modern global world, the internationalization of education is one of the factors in ensuring international educational cooperation, the driving force of which is the promotion of the national interests of the interacting parties and increasing competition in the global education market. Monitoring the best foreign practices and adapting them to the needs of the national economic system allows

ensure comparability of education levels, qualifications and educational standards of partner countries.

The Russian Federation considers its participation in integration educational processes as an important direction of educational policy and international cooperation. In 2003, Russia, having signed the Bologna Declaration of 1999, joined the process of creating a single European Higher Education Area. Integration processes are also developing within the Asia-Pacific educational space. In 2011, the updated Asia-Pacific Regional Convention on the Recognition of Qualifications (Tokyo Convention) was adopted and the procedure for its ratification was opened. In practical terms, integration activities in the field of education with the participation of Russia are carried out at the level of such associations as the CIS, SCO, BRICS, and also within the framework of the format of network universities.

The internationalization of education extends to almost all aspects of educational activity. It concerns educational programs and standards, certification systems and quality control of training, educational management and learning technologies. In a generalized form, the internationalization of education refers to all types and forms of activities carried out by individual countries and their higher education institutions, which involve international interaction at the level of education systems, educational organizations or individuals. Leading developed countries consider ensuring and expanding internationalization as one of the most important directions of their educational policy, the development and implementation of which takes into account, first of all, national interests, as well as the needs and real capabilities of their own education system.

If we keep in mind the feasibility of possible borrowing by Russian universities of foreign curricula, educational programs and teaching methods, then it should be done taking into account the established traditions and achievements of the domestic higher education system and its material capabilities. One of the main criteria for the feasibility of changes should be to ensure that the quality and level of training corresponds to foreign analogues, as well as compliance with training requirements for professional activities in the real conditions of the Russian labor market.

The most significant in terms of scale, variety of organizational forms, financial and material investments, as well as socio-economic and political consequences of the internationalization of higher education is international academic mobility, more than 90% of which accounts for the mobility of undergraduate and graduate students.

Indicators of the number of foreign students and their relative share in the total number of students in the country and in an individual university are increasingly important when assessing the country’s competitiveness in the global market of educational services and when compiling national and international university rankings.

According to the Organization for Economic Cooperation and Development (OECD), the total number of citizens receiving some form of education outside their countries was 1.3 million in 1990, 2.1 million in 2000, and 2.1 million in 2010. . - 4.2 million, and in 2012 - already 4.5 million. As for the value expression of the total volume of the global education market, according to various expert estimates, its value currently exceeds $100 billion.

The scale and geography of mobile student flows is changing as quickly as the global economy. The focus of international student mobility is increasingly shifting to the East. The huge funds invested in the education economy by the “newly developed countries” of Asia have yielded remarkable results, including in the export sector.

Currently, issues of admission and training of foreign citizens are considered by developed countries at the level of state policy as part of solving strategic problems of national development. This approach is typical for almost all European countries and for the entire European Union as a whole.

At the present stage, along with the European and North American directions of mobility of foreign students, relatively new centers of gravity for international academic mobility have formed - first in Australia and New Zealand and more recently in the developing countries of Southeast Asia. In terms of their scale, they are significantly inferior to the two main traditional centers of gravity for mobile students, but are characterized by a faster pace of expansion.

As before, the priority areas of academic mobility are determined by the historical ties of former colonies and metropolises or former components of previously united states, the similarity of the main elements of the education systems of the respective countries and, most importantly, the common language. Naturally, such factors create a favorable basis for expanding student mobility to Russia from the former Soviet republics, which, however, does not mean an automatic monopoly for our country in this segment of the education market. Statistics on international academic mobility indicate the opposite: the educational market of the CIS and Baltic countries is currently the object of active expansion by the United States and leading Western European countries, as well as Turkey (in relation to individual states of Central Asia and the Caucasus).

In terms of outward mobility, in general, students from developed countries experience a higher proportion of student mobility to pursue advanced research programs.

More than 90% of students from developed countries, if they intend to pursue higher education outside their country of citizenship, usually choose to do so in other OECD countries.

Language and cultural preferences, geographic proximity and similarity of education systems - all these factors are taken into account by students when they choose

place of training. The choice of receiving countries is also largely determined by preferences for certain educational systems, their academic reputation or in connection with subsequent immigration opportunities.

Over the past 10-20 years, thanks to the implementation of a systemically sound policy of internationalization of education and adequate financing, many relatively small developed countries have become full participants in the education market, extracting tangible benefits from this, which are used primarily in the interests of developing their own universities. Among these new active participants in the education market are Austria, Switzerland, the countries of Northern Europe (Sweden, Finland), and the developing countries of Southeast Asia.

The acceleration of regionalization of international student mobility is one of the most significant trends in the current stage of globalization of education. The most convincing example here is the European Union, whose countries develop and implement a common educational policy, including on the issues of internationalization of education. As a result, over the past five years the total number of international students in the UK, Germany and France has outpaced those in the US.

Other examples are attempts at educational integration within the CIS and the EAEU; efforts to facilitate academic mobility in the Asia-Pacific region, as well as the entire range of activities of the Bologna Process, one of the main goals of which is to promote mobility in the European region and attract more students from other regions of the world to Europe.

Measures taken at the level of individual regions to achieve greater comparability of higher education systems, introduce uniform mechanisms for assessing quality, facilitate mobility and recognition of qualifications - all these measures, most consistently implemented in the European region - do not eliminate competition between countries exporting educational services. On the contrary, all the facts indicate increased competition, which will further intensify in the future due to the arrival and consolidation of new participants in the global educational services market, aggressively minded and using the most modern technologies for transferring knowledge and organizing competition.

As for the features and differences that different countries have in organizing the admission and training of foreign students, they are associated with a number of factors. The first of these factors is the difference between host countries in how large a proportion of the total student population in the country is international students.

The second factor is related to the differences in higher education management mechanisms operating in different countries, which are manifested primarily in the degree of autonomy granted to universities in deciding issues of admission, organization and content of training, final certification and financing. This also applies to issues related to the admission and training of foreign citizens, charging them tuition fees, etc.

The third factor is related to what goals prevail in a particular country regarding the admission of foreign citizens to study. These can be economic, political, socio-cultural attitudes, as well as attitudes for the purpose of one’s own development.

And finally, the fourth factor, perhaps the most important, is due to the ever-increasing need to increase human capital, which has now become the main means of development and ensuring competitiveness in a global economy. In this regard, the best foreign graduates represent a very valuable additional potential for developed countries, the attraction of which does not require significant costs. However, not all countries have adequate political, legal and organizational mechanisms for this, which deprives them of certain competitive advantages.

Among the factors influencing foreign students’ choice of country of study, the language of instruction plays a special role. Countries whose language is widely spoken, such as English-, French-, German-, Russian- and Spanish-speaking countries, have always been the predominant destination for international students in both absolute and relative numbers. In absolute numbers, English-speaking destinations dominate, which is explained by the gradual adoption of English as a global language. Given this factor, more institutions in non-English-speaking countries are offering course programs in English in order to overcome their gap in the number of incoming international students.

Among the programs offered to foreigners in English, the share of master's and doctoral level programs is expanding most rapidly.

The quality of programs is one of the most important factors influencing students' choice of country of study. The high proportion of “top-class” universities in countries that are major centers of attraction for international students, as well as the dependence of the ranking of universities on the degree of their attractiveness for international students, reflect the increasing importance of a reasonable assessment of quality, even if there is a strong correlation between the level of student mobility and judgments of quality educational programs offered by universities are difficult to determine.

Currently, many developed countries are faced with the problem of under- or insufficient enrollment in science, technology, engineering and mathematics (STEM) professions. In fact, it is universally recognized at the official level that this shortage can be compensated to a large extent and with minimal costs by retaining the best foreign graduates of their universities in the above-mentioned specialties in the receiving countries. At the same time, it is considered advisable to accept for training foreigners who already have qualifications of at least the first university degree.

It should also be noted that a relatively new mechanism for attracting foreign candidates at the postgraduate level is a reduction in tuition fees for foreign students at the master and PhD level (Germany, Canada, the Netherlands).

lands) or preferential provision of scholarships to these students (Germany, China).

The appropriation of “other people's brains,” which has been successfully implemented by the United States for many decades, is now officially proclaimed as an important component of the development strategy and increasing the competitiveness of EU countries. One of the effective mechanisms in this area is the practice of providing foreign graduates with the opportunity for an extended stay in the host country for employment purposes after completing their studies.

Legislative norms for the maximum permissible number of hours of work during extracurricular hours are also essential for the financial support of foreign students. These standards (on average about 1,000 hours per year) allow low-income students to legally obtain funds to cover living expenses and even tuition fees.

The most important factor influencing foreign students’ choice of country of study is also the cost of education. According to the European Commission, tuition fees for students from non-EU countries are trending upward. As a rule, it is established directly by the universities themselves, although in a number of countries (Belgium, Bulgaria, Greece, Portugal, Romania) it is regulated by a decree of the central government.

In recent years, some OECD countries have relaxed their immigration policies to facilitate the temporary or permanent immigration of international students. Naturally, this makes these countries more attractive for students and strengthens the labor market of these countries. Therefore, the prospect of immigration, as well as lower tuition fees, can also influence a student's decision to choose a country of study.

Educational legislation of foreign countries, as a rule, establishes for foreign citizens only basic general requirements for gaining access to and admission to higher education programs, which are identical to the requirements for their own citizens. Often, however, host universities independently put forward additional requirements when admitting foreigners, especially with regard to proficiency in the language of instruction.

In a number of countries (Germany, Great Britain, France, USA), many universities give preference to people who have already completed 1-2 years of university in their home country and have shown high academic performance. There are a small number of countries that have regulations adopted at the national level to regulate certain issues related to the admission and training of foreign citizens. Similar legal acts are absent in most foreign countries, regardless of what organizational model of higher education operates in a given country - autonomous, as in the USA, Great Britain, Canada, or centralized, as in France and Germany. The presence of relevant regulatory documents was identified only in the CIS countries, China, Italy, Norway, and Finland.

Russian universities need to be more active in entering the international market of educational services, especially in those areas where we have

undeniable achievements (physics, mathematics, biology, etc.). This work must be carried out according to a specially developed program for attracting foreign applicants to Russian universities of natural sciences. It is in these areas that Russian higher education can be the most competitive, since the costs of Russian universities for training such specialists are much lower than in developed countries.

Promotion of the internationalization of education is required primarily in the following areas:

In-depth study of foreign languages, primarily English;

Expanding university exchanges of students and teachers;

Increasing the flow of students to complete individual periods of study, courses or full study programs abroad;

Expanding the enrollment of foreign students to study at Russian universities;

Expanding connections and interaction with the foreign professional community;

Providing access for teachers and students to foreign educational and scientific information;

Simplification of the procedure for recognizing foreign qualifications obtained by Russian students and graduate students as a result of studying abroad, including when they complete periods of study or individual courses.

Currently, the internationalization of higher education is not just a global trend; it is widely declared as a strategic direction for the development of universities. Peoples' Friendship University of Russia is one of the leaders recognized in Russia and in the world in this process: every year students from approximately 150 countries study there (as of September 2015 - from 152 countries), and among all full-time students more than 30% are foreign students. The university has set a goal to further increase this indicator to 40% (for comparison: within the framework of the Bologna process for European universities, the goal was set to achieve this indicator on average to 20% by 2020).

For the Peoples' Friendship University of Russia, the expansion and deepening of internationalization processes in the most diverse areas of its activities is not only a necessity due to the integration of the Russian higher education system into the European and world educational system, but also a prerequisite for its development in the conditions of constantly increasing competition in the educational services market.

Universities that want to reach the level of effective and fruitful participation in internationalization processes have to make significant additional efforts and incur additional costs associated not only with the multifaceted tasks of improving the quality of their own “educational product”, but also with the need to conduct constant marketing analysis of the educational market services. To solve these and other problems of internationalization of education at the level of an individual university, a period of adaptation is required, the duration of which is usually at least

10 years. In this regard, it can be stated that RUDN, which was initially created as an internationally oriented, international university, has a strategic advantage over other domestic and foreign universities.

LITERATURE

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Decision of the Council of Heads of Government of the CIS on the Concept of forming a single (common) educational space of the CIS. Moscow, January 17, 1997. URL: http://www.lawrussia.ru/texts/legal_524/doc524a264x886.htm.

Agreement between the governments of the member states of the Shanghai Cooperation Organization on cooperation in the field of education dated June 15, 2006.

Moscow Declaration on cooperation between the BRICS countries in the field of science, technology and innovation. Moscow, November 18, 2015

Filippov V.M., Krasnova G.A., Syulkova N.V. On the state and prospects of international network interaction between Russian universities in the implementation of educational programs in various regions of the world (Europe, CIS, SCO, APEC) // University Management. 2012. No. 2. P. 7-11.

Education at a Glance 2015: OECD INDICATORS. P. 360. URL: http://www.oecd.org/education/education-at-a-glance-19991487.htm.

International student recruitment: policies and developments in selected countries. Nuffic. January 2012. URL: www.nuffic.nl.

Data from the UNESCO Institute for Statistics, 2010-2011. Global flow of higher education students. URL: http://www.uis.unesco.org/Education.

Tkach G.F., Filippov V.M. Organizational, legal and practical mechanisms for ensuring academic mobility and expanding the export of educational services: monograph. M.: RUDN, 2014.

National Student Fee and Support Systems 2011/12. European Commission. URL: http://eacea.ec.europa.eu/education/eurydice/documents/facts_and_figures/fees_support/pdf.

INTERNATIONALIZATION OF HIGHER EDUCATION: MAJOR TRENDS, CHALLENGES AND PROSPECTS

Peoples" Friendship University of Russia Miklukho-Maklaya str., 6, Moscow, Russia, 117198

as the format of academic cooperation within CIS, SCO and BRICS. The main features of the internationalization of education at the present stage are discussed. It emphasizes that the focus of the international student mobility increasingly shifts to the Asia-Pacific region. The article provides an analysis of international experience, as well as the factors that students take into account when they choose a destination of academic mobility (the language of instruction, the quality of programs, school fees, immigration policy). Regional specifics of international academic mobility are disclosed. Special attention is paid to the particularities of university operating in different countries - mechanisms of higher education, manifested in the degree of autonomy granted to universities in addressing the reception, organization and content of training, the final certification and financing. Recommendations are given for the purpose of promoting mobility, taking into account the experience gained in this field by the People" Friendship University of Russia.

Key words: education modernization, reforms, internationalization, integration, mobility.

The Bologna Declaration: European Higher Education Area. Joint statement by the European Ministers of Education (19 June 1999). Available at: http://www.ehea.info/Uploads/about/ BOLOGNA_DECLARATION1 .pdf.

Decision of the Council of CIS Heads of Government on the Concept of formation of United (Common) educational space of the CIS. Moscow, January 17, 1997. Available at: http://www.lawrussia.ru/texts/legal_524/doc524a264x886.htm.

Agreement between the Governments of the Member States of the Shanghai Cooperation Organization on cooperation in the field of education from June 15 2006.

The Moscow Declaration on cooperation of the BRICS in the field of science, technology and innovation. Moscow, 18 November 2015.

Filippov V.M., Krasnova G.A., Syulkova N.V. On the state and prospects of international networking of Russian universities in the implementation of educational programs in various regions of the world (Europe, CIS, SCO, APEC). University Management. 2012. No. 2. P. 7-11.

Education at a Glance 2015: OECD INDICATORS. P. 360. Available at: http://www.oecd.org/education/education-at-a-glance-19991487.htm.

International student recruitment: policies and developments in selected countries. Nuffic. January 2012. Available at: www.nuffic.nl.

UNESCO Institute for statistics, 2010-201. Global flow of higher education students. Available at: http://www.uis.unesco.org/Education.

Tkach G.F., Filippov V.M. Organizational, legal and practical mechanisms to ensure academic mobility and expand the export of educational services: monograph. Peoples" Friendship University of Russia, 2014.

National Student Fee and Support Systems 2011/12. European Commission. Available at: http://eacea.ec.europa.eu/education/eurydice/documents/facts_and_figures/fees_support/pdf.

In the modern world, the position of a particular state in the global economy, culture, and, accordingly, in politics, is largely determined by how effectively the education system functions. In recent decades, human capital has become the most valuable resource, the management of which “wisely” guarantees the country economic prosperity and a comprehensive strengthening of its position at the global level. The leadership of all developed countries of the world understands this very well, considering the education sector as strategically important for the development and strengthening of the state’s potential.

Bologna process and Russia

Educational reforms that began in the Russian Federation in the late 1990s were formally aimed at increasing the level, quality and relevance of Russian education on a global scale, accordingly helping to increase the country’s prestige in international politics. Ideologists of reforming Russian education emphasized that the need to modernize the activities of domestic higher and secondary educational institutions is caused by the need for more complete integration of Russia into the world community, including in the field of education. It was during this period that the idea of the global educational space as a kind of “service market” spread, in which specific states and educational institutions freely compete with each other, attracting students, teachers, and researchers with more favorable study and working conditions, higher quality teaching and research. research. Naturally, the Russian state was given the task of increasing the competitiveness of the domestic higher and secondary education system on a global scale. The solution to this problem was associated with the promising successes of the Russian Federation in economics, science and technology, culture and art. However, the reality turned out to be much further from the rosy prospects painted by supporters of reforming the education system.

Back in 2012, the State Duma of the Russian Federation adopted the Federal Law “On Education”, which enshrines the further integration of the Russian education system into the global educational space. As you know, since the beginning of the 2000s. Russian higher education is being reformed in accordance with the principles of the Bologna process. The Bologna process precisely sets the task of integrating the educational systems of individual European states into a single educational space. The desire to integrate European education systems was initially based on two goals - ensuring the further construction of a “united Europe” and increasing the competitiveness of European education systems in comparison with the USA and Japan. That is, bringing European universities into compliance with the principles of the Bologna process was carried out not only with the aim of improving the education system itself, but also with the aim of strengthening the political and economic positions of the European Union. It is known that the only worthy rivals of the European Union countries in economic and cultural terms, at present, are the United States and a number of the most developed countries of East Asia (Japan, South Korea, and, more recently, China). In the Russian Federation, the implementation of the Bologna Process program in the field of education initially set itself the following objectives: to improve the overall quality of educational services provided, to focus the provided higher and secondary vocational education on practice, to increase the mobility of students, researchers and teachers, to unify awarded qualifications and academic degrees, so that they can be freely listed abroad, create a lending system for obtaining education (following the model of European countries).

Internationalization of education

The desire to increase the mobility of students and teachers was caused by the ongoing processes of globalization. Economic globalization provides employment opportunities in foreign and transnational corporations. Accordingly, not only the labor market is internationalizing, but also the market for educational services. In the Middle Ages, itinerant students moved around Europe, and today “mobile” students, graduate students and teachers can easily change from one country of study or work to another, concluding contracts and moving from university to university. Another thing is that Russian higher education institutions are not yet attractive to the majority of foreign students and, especially, teachers. This unattractiveness is explained not by the low quality of the education provided, but by insufficient funding for educational institutions, the lack of a developed material and technical base, and the unsatisfactory organization of the social sphere. Therefore, wealthier and more promising students - not only from developed countries, but also from third world countries - do not go to Russia, but prefer to get an education in the USA or Western European countries, even if the prices for educational services are higher there. It is doubtful that the reforms of Russian education will lead to a sudden and sharp increase in its popularity among students from other countries. Moreover, in the form in which they are implemented. The internationalization of education results in the loss of the rich national traditions of higher education, which, although it did not fit into the framework of “European standards”, has been preparing excellent highly qualified specialists for a century. However, for the sake of “integration into the global educational space,” today there is a gradual destruction of those established methods and mechanisms of education that developed over the seven decades of the existence of the Soviet Union and go back to the pre-revolutionary era.

Most foreign students come to Russia from third world countries

According to supporters of the reform of Russian education, “integration into the global educational space” should be followed by improving the quality of Russian education, ensuring its accessibility to wide sections of the population, increasing the openness of the Russian education system, and occupying worthy positions in the global market of educational services. As is known, first of all, in accordance with the principles of the Bologna system, a transition to a two-level model of higher education was carried out in Russian higher education institutions. Officially, this step was explained by the need to recognize Russian higher education diplomas in European countries. Since European countries have a two-level system of higher education, Russian specialist diplomas raised numerous questions among employees of personnel services and educational institutions, that is, they directly hindered Russian applicants and job seekers. After all, European personnel services, focused on working with bachelors or masters, could not always draw the correct conclusion about how to use a specific specialist, where to send him to work - for a position requiring a bachelor's or master's qualification. Now universities have bachelor's and master's degrees, whereas previously there were only specialist degrees and institutions of higher professional education graduated the specialist category. In 2013, the updated Federal Law “On Education” came into force, according to which a three-level model of higher education was officially established in Russia - bachelor's, master's and postgraduate training of highly qualified personnel. At the same time, the traditional academic degrees of Candidate of Sciences and Doctor of Sciences for Russia have so far been retained, although the standards of the Bologna system do not provide for the existence of a Candidate of Sciences degree and, accordingly, Russian candidates may have difficulties in recognizing their degree abroad. But the correspondence of diplomas and degrees is far from the only and, unfortunately, not the main problem facing the domestic education system. Modernization changes in the life of Russian higher education have led to the emergence of a number of serious problems and contradictions, which, as education reform further deepens, only grow and give rise to new problems.

Reduction of professors is a blow to universities

Firstly, we are talking about the reduction of higher educational institutions. For some reason, this reduction in administrative circles is called optimization, increasing the efficiency of universities, although even to a layman it is obvious that it is impossible to increase the efficiency of universities by firing the most qualified part of the teaching staff - professors. On the contrary, the dismissal of professors will inevitably be followed by a decline in the overall quality of teaching. If teachers without an academic degree or candidates of science are considered higher quality specialists than doctors of science, then what are we talking about? Why then the whole hierarchy of academic degrees and titles? It seems that the real reason for this “optimization” by reducing professorial rates and the number of professors in universities is the notorious saving of money. It is easier to fire three professors, leaving three associate professors or senior lecturers on the salary of one of them, who, in addition, will take on the teaching load for two more fired, than to pay high salaries to professors. But it is primarily the educational institution itself that suffers from the implementation of such a model. Students suffer who will not receive high-quality knowledge and will not be able, subsequently, to find employment in their specialty or fully perform their duties in the workplace. Of course, no one openly talks about cuts in universities. Employees of higher educational institutions are simply “not selected” for competitions, after which they refuse to conclude a contract with teachers who “did not pass the competition.” There are many ways to refuse to renew a contract - and one of them is precisely related to the notorious “internationalization of education.” It is a mandatory requirement to have publications in foreign languages in foreign journals. At first glance, this is a necessary thing, because publications in foreign journals increase the rating of Russian education on a global scale. Sort of. But in reality? Why should a professor or associate professor (conditionally) of the Uryupinsk Fence Construction Institute have publications in British or French journals? Without the publications of their supervisor in English or French, will his graduates not be able to build fences in their native Uryupinsk?

who will train school teachers for rural areas in the event of the closure of provincial pedagogical universities?

The task of the Russian state, first of all, should not be the internationalization of education, but the provision of the country’s basic needs for specialists - doctors, engineers, teachers, accountants, lawyers, and so on. For this purpose, in Soviet times, an extensive system of higher educational institutions was created that trained qualified workers for a wide variety of sectors of the economy, science and culture. In the 1990s, despite the economic difficulties experienced by the Russian state, higher education was in a much better position than it is now. The number of educational institutions and the number of students grew. Even if not all university graduates received employment opportunities in their specialty, they acquired certain knowledge and skills. On the other hand, a huge number of Russian citizens were employed in the education system - and we are talking not only about the teaching staff of universities, but also about numerous service personnel, including junior-level technical specialists. After all, it is difficult to imagine chemical, physics, technical faculties, and medical institutes without technical workers and laboratory assistants. In the conditions of modern “optimization” they are all sent “out into the street”. Of course, someone will be lucky to find a job in their specialty, but most of those fired will most likely leave the education system. What then? Deprofessionalization? More salespeople, taxi drivers, general workers with higher education diplomas and even Ph.D. degrees, competing with people from the former Soviet republics?

In fact, downsizing universities in the interests of increasing their “efficiency” is a very dangerous idea. Not all Russian universities need international recognition, if only simply due to the specific nature of the personnel they train. In the province there are a large number of pedagogical, medical, agricultural, technical higher educational institutions that train specialists for specific areas of the economy. These universities also have teaching staff who cope with their responsibilities in training teachers of provincial schools, doctors, agronomists, engineers, veterinarians and so on. Does it make sense to burden teachers with additional responsibilities and require them to comply with international standards? Indeed, if these teachers are fired, there will be no one to train teaching, medical, engineering and technical personnel for the province. Accordingly, we will see a reduction in the number of schools, clinics and hospitals, and an aggravation of the outflow of labor resources from the provinces, since more or less active and young teachers will not move to other areas of activity, but will rather leave small towns and flock to the capital. Another concomitant of the reduction of universities will be an increase in unemployment, including the number of unemployed highly qualified professionals, such as teachers of higher educational institutions. In the context of constant statements by the top leaders of the Russian state about the need to develop infrastructure in rural areas, to increase the birth rate and improve the quality of human life in modern Russia, measures aimed at weakening the higher education system in the provinces look, to put it mildly, strange. In fact, they are sabotage, aimed at undermining the economy and, consequently, the national security of the Russian state.

As academician, professor, doctor of pedagogical sciences Sergei Komkov notes, “In 2014, the crisis in the system of higher professional education continued. We are witnessing its virtual destruction today. The so-called ratings of the country's leading universities and the definition of “efficiency criteria” for their activities, invented by the Ministry of Education and Science and Rosobrnadzor, led to the massive closure of regional universities that trained industry specialists at the regional level. All this happened against the backdrop of the ongoing process of destruction of the system of primary and secondary vocational education. (Komkov S. “We were all taught a little bit” // http://www.regnum.ru/news/society/1881456.html).

The university becomes a “slave of the market”

The second most important problem that his so-called higher education system poses to the Russian system of higher education. “modernization” is the subordination of universities to the interests of the market. In the public consciousness, with the help of the media and some representatives of the teaching staff of Russian universities, the idea of the education system as a “service market” is being consolidated, although in reality the education system is not a “market”, but the most important state institution that should be regulated and controlled by the state rather than by market laws. A number of specialties may be in little demand on the labor market, especially at the international level, but this does not mean that specialist training in them should be stopped. There are basic professions that are the core of the state’s culture - for example, the profession of a librarian or museum worker, which is poorly paid and, by and large, of little prestige. But to abandon libraries and museums means to abandon one’s culture and, therefore, the preservation of the state itself requires the preservation of the corresponding specialties in universities, even if they are exclusively subsidized, completely understaffed, and do not show serious success on a global scale. A whole range of specialties must be prepared by the state, regardless of their “popularity” and demand in the international labor market. First of all, these include workers in social infrastructure, industry, and agriculture. Of course, there is nothing wrong with the fact that universities today focus on training specialists in demand by the economy. But it is precisely the tasks of the state that include organizing control over universities in order to prevent their complete subordination to commercial interests and transform universities into preparatory institutions for specific corporations.

MGIMO Associate Professor Olga Chetverikova argues that “the ongoing reformation is due to the struggle to ensure the competitiveness of universities, the battle for finances. If an educational institution wants to receive adequate funding, it is forced to adapt to these new requirements. And as a result, the goal of training becomes not the formation of a developed, educated personality, but the training of narrow specialists who are capable of opportunistically, like managers, reacting to this or that reality, need and, accordingly, integrating into the management system that we have: corporate or state . Basically, of course, the reform is aimed at the corporate governance system, to the point that departments are created, financed by individual business structures, which, over the course of four years, train the people they need. And such a person is unlikely to subsequently choose an activity in another field, since he is accustomed to thinking in a certain way” (Chetverikova O. The transition of theological schools to the Bologna system is a serious blow to theological education // http://www.blagogon.ru/) .

For the higher education system, following the labor market is a very thankless task. After all, higher education in Russia takes 4-6 years. This is quite a long period of time, during which the demand for certain professions may fall, or even disappear altogether. Accordingly, when entering a specialty that is in demand on the market, a 17-year-old applicant has no idea whether he will be employed in a few years when, at the age of 22-23, he comes to the personnel department of a corporation or institution. The high dynamism inherent in both the economy and the culture of modern society determines rapid changes in the scale of priorities, including in the field of higher education. Therefore, in this case, it makes sense not so much to concentrate universities on market-demanded specialties, but to shorten the duration of training in a number of areas. Where professional responsibilities require specific skills that can be learned in 2-3 years of study, it makes no sense to keep a student in college for five or six years. During this time, the profession may lose popularity, and the student will lose years of his life acquiring a specialty that is not in demand in the labor market. Short- and long-term courses, two-year and three-year colleges are the best way out of the situation, allowing you to quickly respond to changes in the labor market and build educational policy in accordance with them. Adaptation of fundamental faculties to the needs of the labor market only has a negative impact on the quality of education and student motivation. Moreover, it leaves in a deliberately losing position those specialties that cannot exist without funding and organizational support from the state, and this includes almost all areas of the humanities, plus a significant part of the natural sciences and exact disciplines.
The problem of “brain drain” is closely related to the “internationalization” of education. As you know, over the past two decades, hundreds of thousands of young and promising specialists with high qualifications in a variety of fields have left Russia. Physicists, biologists, chemists, doctors, who were not in demand at home, turned out to be needed in the United States of America, the countries of Western and Eastern Europe, and China. They were attracted, first of all, by more favorable salaries, as well as working conditions, significantly different from Russian ones. Now that the state has transferred education to the Bologna model, thereby eliminating the differences between domestic and European levels of higher education, the task of further emigration of Russian specialists abroad has actually become easier. If previously many of them had concerns about the demand for Russian diplomas of higher education or academic degrees in other countries, now the diplomas have been brought to a single standard. This means that the process of getting a job and studying in foreign corporations, educational institutions, and research organizations has become much easier.

Oddly enough, for some reason the “increase in efficiency” of Russian education is facilitated by a general decline in the quality of knowledge of graduates of Russian universities. Russian higher education is already dealing with the consequences of the introduction of the Unified State Exam - a large number of applicants have entered universities who would hardly have been able to pass the entrance exams before the introduction of the Unified State Exam. But even once they get to higher educational institutions, students are faced with overloaded and tired teachers, with an administration that focuses on organizing holidays, sports competitions and student participation in public events. At the same time, it becomes difficult to expel students for poor performance, since the teacher’s rating is influenced by both the number of students and the number of those who defended their diplomas. Employees of higher educational institutions say that during the session, administration representatives simply force them to give satisfactory grades to almost all students, regardless of their actual performance and level of knowledge.

Without education - nowhere

Another extremely serious problem is the loss of the educational functions of domestic education in the process of its modernization. For a long time, it was educational institutions that took on a significant part of the functions of educating younger generations, sharing educational functions with official youth organizations. After the dissolution of the Komsomol, the Russian state was never able to form a viable youth organization whose activities would cover a significant part of Russian youth. All attempts to create youth structures aimed at supporting the government policy ended in failure. “Walking Together”, “Ours”, “Young Russia” could not unite and, much less, involve any significant number of young people in any systematic activity - both in the capital and in provincial cities and rural areas.

only a qualified teacher will raise children to be true citizens

Accordingly, in the absence of a developed youth policy of the state, the only institution capable of performing educational functions (we will not consider the armed forces now - we are talking purely about the civilian segment of society) remains educational institutions - schools, colleges and lyceums, institutes, universities, academies. However, in institutions of higher professional education, the educational component gradually disappeared, which was the result of the establishment of pragmatic principles as the main guideline for the development of Russian higher education. In modern Russia, higher education is focused on training specialists who possess certain knowledge and skills and are in demand on the domestic and global labor markets. Until now, at a certain level, Russian universities have coped with this task, but for the sake of pragmatic interests, practically no attention has been paid to the implementation of the educational functions of Russian education. The majority of Russian students “fell out” from the educational influence of the state, which immediately affected the value system, behavior and worldview of many young people and girls. After all, the absence of an educational policy towards young people inevitably entails the spread of social deviations among young people, which can take both an asocial form in the form of alcoholism, drug addiction and substance abuse, gambling, and an active antisocial form, manifested in committing crimes, joining aggressive youth groups. subcultures or radical and extremist organizations. The sensational story of Moscow student Varya Karaulova is one of the most typical examples of the negative consequences of the loss of educational functions by higher educational institutions. For modern teachers, the main thing is that the student studies more or less passably, and what his value systems are, what he is interested in and does, the teaching staff is least of all interested in today.

In the domestic classical educational tradition, the main goal was not only the professional training of the student, but also the formation of a “whole personality,” a comprehensively developed person who, in addition to certain knowledge, would also possess the corresponding moral and ethical qualities. It was this model that underlay the educational policy of the Soviet state. The upbringing of a student was seen as no less important a function of education than his teaching. Higher and secondary educational institutions helped young people to “become people,” the teaching staff of which were, in fact, educators of the younger generations. Thus, in contrast to the pragmatically oriented Western education system, Russian education has always been distinguished by a humanistic orientation. The humanistic paradigm determined the development of the higher education system in the Soviet period, and it was it that laid the foundation for the organization of the educational process in the study of not only professional, but also general developmental disciplines, primarily philosophy and national history. In the 1990s. the humanitarian component in higher education was further strengthened - now even future “techies” studied not only philosophy, but also sociology, psychology, and other social and humanitarian subjects (depending on the specifics of a particular university). Today, the educational functions of universities are practically not implemented, and what university administrations call educational work is rather a profanation of it, performed for reporting and creating a positive image of a higher educational institution. After all, all kinds of student organizations formed on the initiative of university administrations do not have influence on the bulk of students, but are small groups of careerists who use them as an initial step to subsequently climbing the career ladder in the education system or youth policy. The educational functions of educational institutions, by and large, are preserved only in educational institutions of law enforcement agencies.

The internationalization of education, carried out in the interests of Russia’s integration into the “world educational space,” will inevitably entail further pragmatization of the higher education system. Meanwhile, the establishment of the pragmatic paradigm as the determining vector for the development of the higher education system poses a direct danger to the country’s security and in terms of “brain drain”, which was already mentioned above. After all, the pragmatic paradigm directs students to search for the best-paid jobs and focuses on mastering specific knowledge that will be in demand by a future employer, but within its framework it is impossible to instill patriotic values and raise a worthy citizen of their country.

A pragmatist who is offered many times a higher salary abroad for performing the same functions will agree without hesitation. After all, he has no restrictions. On the other hand, it is difficult to imagine the establishment of pragmatism as a philosophy in educational institutions where the “basic intelligentsia” are trained, that is, teachers, doctors, and cultural workers. For this segment of the Russian higher education system, the reduction of teaching staff, the commercialization of universities, and their subordination to the needs of the market can be considered as destructive, since it is possible to prepare a full-fledged doctor or teacher only if he undergoes appropriate education and is formed as a person, then is - he acquires not only professional knowledge, but also a certain model of behavior, ideas about morality and ethics, about acceptable and unacceptable actions. In the process of educating future specialists, an important role is played by the special “teacher-student” relationship, which is increasingly rare in the modern system of higher professional education.

The problems considered are only a small part of the difficulties that Russia has already begun to face in the process of modernizing education. Of course, it will not be possible to avoid innovative changes in the higher education system of the Russian Federation, but, on the other hand, the state should control the process of modernization of education and direct it, guided by genuine state interests, and not the interests of transnational corporations, which are the main buyers of “brains” in the global intellectual market. Without a developed system of higher education, modern Russia cannot exist, but a developed higher school is not always a copying of Western experience and an attempt to keep up with another civilization. A developed higher school means fundamental education, professionalism, high moral qualities, patriotism and the preservation of Russian university traditions.

Photos used: http://www.centerasia.ru/, http://health.ej.by/.

The article proposes for consideration current issues of internationalization and its directions at the level of structural divisions. As a result of the analysis of recent trends in the development of education, it was concluded that the intensification of internationalization processes has covered almost all Russian universities. This event gives students the opportunity to familiarize themselves with the requirements for applicants in specific companies, companies to select potential employees, and also strengthen their positions in the educational community. As a result, we can conclude that many university faculties and institutes have already intensified their activities towards the development of internationalization. The authors came to the conclusion that to obtain the maximum effect, the university needs to actively work in various areas of activity, as well as continue to accredit programs and open new joint programs.

higher education

internationalization

educational standards

Russian universities

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Currently, in the context of Russia’s entry into the Bologna process, the participation of Russian universities in international activities and the development of processes of internationalization of higher education is particularly relevant.

Russian universities strive to enter international rankings (for example, in QS) by establishing cooperation with representatives of the foreign educational community, opening joint programs with foreign universities, attracting international teaching staff, etc.

It is important to note that in modern conditions the problem of developing internationalization faces both each university as a whole and its structural divisions.

A number of researchers, both Russian (O. Saginova, G. Sinitsina, R. Latylov, S. Sutyrin, etc.) and foreign (P. Altbach, P. Lorange, D. Rowley) have repeatedly focused attention on this problem. However, the result was the proposal of a number of development directions that, in essence, applied to the university as a whole, but did not reflect a solution to the problem for its individual departments.

In order to determine the prospects for the development of internationalization at a university, including a regional one, it is necessary to solve a number of problems of its structural units that are included in these processes.

The higher education system, as one of the most important areas, has set itself new goals, one of which was the development of the internationalization of universities. This was due to the need to train international-level personnel capable of operating in a global labor market. Analyzing the work of researchers in the field of education, it should be said that a unified approach to defining the internationalization of higher education has not yet emerged. Each expert makes additions that were not previously taken into account, which is also due to the intensification of internationalization development processes. In fact, due to the spread of this trend of constant emergence of new forms of internationalization, it is quite difficult to formulate a single concept. The internationalization of higher education should be assessed as a global phenomenon that covers a wide range of areas. Wide coverage is also associated with the intensification of the processes of development of the innovative component in the activities of any higher educational institution.

The internationalization of Russian higher education should be understood as the process of integration of higher education into the international educational community, through the use of a certain set of components, which includes exchange programs for students, teachers, and researchers between subjects of the global educational community (training, internships), the development and implementation of unified educational programs that meet international standards, attracting faculty from the global labor market, intensifying participation in various international conferences, forums, competitions, providing vacancies for graduates in the international labor market, a full transition to the Bologna process system, developing intercultural relations, strengthening publication activity in foreign publications for all participants in the educational community, expanding opportunities for obtaining grants from foreign organizations and other forms that can be formed in the context of integration and globalization, as well as expanding the capabilities of countries participating in the world economy, taking into account all subjects of the education system (universities, schools, colleges and etc.) .

As part of the internationalization of higher education institutions, we should currently talk about the presence of forms through which it is carried out, and they are included in the overall internationalization strategy.

The main forms of internationalization of universities include: joint programs of Russian and foreign universities within the educational process, implementation of joint research projects, development of curricula that meet international standards, introduction of a point-rating system (credit system), exchange of students and graduate students (mobility ), exchange of teaching staff, special programs for foreign students, implementation of educational programs in a foreign language, participation in internships for students, graduate students and teaching staff, organization and participation in scientific and practical events, organization and participation in summer language schools (including including joint ones) of both students and teachers, participation in international and regional funds, projects, work of teaching staff within the framework of international grants, expansion of publication activity in foreign publications, provision of conditions for the participation of graduates of Russian universities in the activities of the international labor market.

It should be noted that this list is gradually expanding due to the ongoing globalization and integration processes taking place in the world economy, as well as taking into account the formation of a modernized education system as part of participation in the Bologna process.

Within the first direction, namely joint programs of universities, it should be said that they imply partial training of Russian students at a foreign university. Quite often, many Russian universities position themselves as “suppliers” of double diplomas, which means that a graduate at the end of such a program will receive a diploma from a Russian university and a diploma from a foreign university participating in such a project. However, in reality, such opportunities are available to a very narrow circle of universities.

The next point is the implementation of joint research projects. In this case, it is understood that universities, within the framework of partnerships, with the help of the efforts of employees of both institutions, can conduct specific research and obtain results that can subsequently be commercialized.

As part of the Bologna process, universities need to develop curricula that meet international standards. During the transition to a two-level education system - bachelor + master, educational institutions were faced with the problem of changing curricula, programs, etc. There was also a need to adapt existing courses not only to the new system, but also to foreign analogues. In order for students to participate in mobility programs without harm to their educational process, universities should have brought all documentation into compliance and streamlined the learning process itself. For senior management - the Ministry of Education and Science - it was necessary to develop a new federal state educational standard (FSES HPE).

The introduction of new standards led to the emergence and development of another direction, namely the introduction of point-rating and credit systems into the educational process. In foreign universities, such a system has been functioning for quite a long time; as for Russian universities, it is not yet in effect in all (for example, regional universities are at the stage of transition to such an assessment system). According to this system, a student’s grade consists of several elements (attendance, work in the classroom, etc.). According to the credit system, disciplines are divided into a mandatory block and an elective block; each student must choose subjects in such a way that a certain number of credits are collected.

This direction is one of the first and largest blocks within the international activities of universities. Gradually, universities increased their existing contacts and developed partnerships, which made it possible to visit foreign universities for the purpose of studying. For example, students could go for a semester or a year, as a result they received a certificate of taking courses. As part of the research, graduate students could get acquainted with the practice of a foreign university on the issues that they describe in their works. Teaching staff can participate in mobility programs in areas of study within a specialty or language study, as well as exchange experience with foreign colleagues and conduct research work. This form of internationalization can be implemented through a university.

Universities provide a fairly large number of internships and training programs in foreign higher education institutions. At the same time, there are some aspects that prevent an increase in the number of students, graduate students and teachers who are included in such programs: lack of full awareness of their capabilities, the need to speak a sufficiently high level of a foreign language, an extensive package of documents that must be submitted, competitive selection carried out by foreign universities, etc. Thus, we can conclude that this area is developing, but there are a number of obstacles that significantly slow down the entire process of internationalization.

The direction of mobility is closely related to special programs for foreign students. Currently, Russian universities are faced with the acute issue of attracting foreign students to study. This is due to the fact that domestic universities are not yet included in the top hundred of world university rankings. Students from the CIS countries make up a significant percentage of the total number of foreign students. This is due to the presence of quotas that Russia issues to these applicants, as well as the attractiveness for them of receiving a Russian education, a common language and a similar ideology.

To develop this area, it is necessary to develop a separate program that will be aimed at working with foreign students. Analyzing the situation with hiring foreign teachers, we can conclude that this area began to develop relatively recently. Universities have included this position in their internationalization strategies and are actively working in this direction.

Programs in a foreign language are gradually being developed. Realizing the need in the modern labor market, both Russian and international, for specialists who speak a high level of English (or another) language, universities began to adapt their educational products to it. Every year, an increasing number of universities are opening areas for training specialists in various fields in programs that are taught in a foreign language. Thus, we can conclude that universities are not leaving this area aside and are developing it.

The next rather large and important block is the organization and participation in scientific and practical events of both students, graduate students, and teaching staff. In Russian universities, this activity is very important, and all types of universities, both state and non-state, are involved in it. Some educational institutions have established standards according to which only publications in collections of international events can be counted in the scientific activity of an employee and in the general ranking of university departments. Staff and students of higher educational institutions actively respond to the opportunity to participate in similar events at foreign universities. However, quite often they are faced with problems of lack of travel funding from the university, difficulties in processing documents, etc. .

Similar problems arise when organizing and participating in summer schools. To these can be added the need to search for areas (recreation centers, etc.) where school participants can be accommodated, taking into account the need to provide food, as well as organize the process of their delivery to the event location and back. It should be noted that the leadership of the Belgorod State National Research University solved this problem. The Council for Foreign Language Education and Academic Mobility of the National Research University of BelSU annually invites students of non-linguistic specialties of the National Research University of BelSU to take part in the work of the International Summer Language School based on the Nezhegol Natural Park. The International Language School is an educational project of the BelSU National Research University, created on the initiative of the teaching staff of the Faculty of Romance-Germanic Philology with the support of the university administration in 2013. The project is being implemented as part of a program to increase the academic mobility of university students, with the goal of creating and maintaining international connections.

Some of the most interesting events from the point of view of participants are joint events with foreign partners, which are held with the help of Russian colleagues, but usually on the territory of the partners. This greatly expands the contacts of participants and allows them to get acquainted with the culture of other countries. Participation in international projects has become especially popular and in demand in the last decade.

Another component of the internationalization of the university is the attraction of Russian scientists to participate in international grant programs. It is closely interconnected with participation in various foundations and with other areas of scientific activity.

From time to time, Russian scientists can, within the framework of grants from the Russian Humanitarian Science Foundation, participate in joint programs with foreign organizations and receive funding from them.

Publications in foreign publications are a very important point in the scientific activity of the teaching staff, which significantly affects the overall ranking of the university. To increase the number of such publications, scientific departments (there may be departments and other similar units) search for information about such opportunities and post the necessary information.

The most difficult areas to implement are the provision of conditions for the participation of Russian graduates in the activities of the international labor market and the creation of university associations for the purpose of developing their internationalization.

To a large extent, nowadays graduates who want to work abroad search for vacancies on their own. Joining the Bologna process was also aimed at ensuring the training of personnel who will be able to apply for work in other states in the future. This is an important indicator for evaluating a university, but it is still difficult to implement in practice.

In general, assessing the current state of internationalization of universities and the forms through which it is carried out, it should be noted that there are quite serious positive results that higher education institutions have achieved. It is worth emphasizing that the integration processes taking place in the global economy initiate the emergence of new forms, the development of existing ones and increasing requirements for each component, which predetermines the need for universities to constantly improve their internationalization strategies.

Reviewers:

Shapovalova I.S., Doctor of Social Sciences, Professor, Head. Department of Sociology and Organization of Work with Youth, Belgorod State National Research University, Belgorod;

Tretyakova L.A., Doctor of Economics, Professor, Head. Department of Personnel Management, Belgorod State National Research University, Belgorod.

Bibliographic link

Kulikova O.V., Tselyutina T.V. PROSPECTS FOR THE DEVELOPMENT OF INTERNATIONALIZATION OF HIGHER EDUCATION // Fundamental Research. – 2015. – No. 7-3. – P. 610-614;
URL: http://fundamental-research.ru/ru/article/view?id=38788 (access date: November 25, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Savchenkov Alexey Viktorovich
South Ural State Humanitarian and Pedagogical University, Chelyabinsk

Abstract: The article examines the problem of Russian education entering the world educational system; the article analyzes the advantages of the Bologna process and its impact on education in the Russian Federation.
Key words: vocational education, internationalization, Bologna process, continuing vocational education

Internationalization of education

Savina Ekaterina Sergeevna

Savchenkov Aleksey Viktorovich
South Ural State University of Humanities and Education, Chelyabinsk

Abstract: The article deals with the problem of entering the Russian education in the world educational system, the article analyzed the merits of the Bologna process and its impact on education in the Russian Federation.
Keywords: vocational training, internationalization, Bologna process, continuing professional education

The policy of globalization is being actively implemented throughout the world. The actualization of globalization today is simply off the charts. This policy is a process of integration of all spheres of human activity on a global scale. In every city in every country we can see networks of shops, restaurants, bars of the most famous brands: Zara, H&M, McDonald’s, etc. And humanity can no longer imagine its life without any foreign goods, clothing, medicines, the list of which is endless.

In education, there is also an active process of internationalization, which involves the exchange of knowledge between students from different countries. The beginning of the active internationalization of education is the Bologna process, which began with the signing of the Bologna Declaration by the ministers of education of 29 countries on June 19, 1999 in Bologna in the interests of creating a “European Higher Education Area”. The internationalization of education is a certain potential for the economic future of not only our country, but the whole world; opens up new horizons in vocational education.

How does this policy affect the quality of knowledge transfer to foreign students? And how the language barrier hinders the educational process.

To understand the whole picture of the Bologna process, it is necessary to consider all its aspects. The Bologna process is usually divided into two stages: 1st 1999-2010. – stage of formation and 2nd 2010-2020 – stage of consolidation of the European space. Each activity has its own set goals, for the implementation of which certain tasks are solved.

So the main goal of the Bologna process is to build a “Europe of knowledge”, that is, to create a single integrated educational base. Tasks:

Development of the social dimension of higher education, ensuring equal access to higher education.
Providing lifelong learning.
Developing graduates' employability capabilities.
Development of student-centered learning.
Integrating education, research and innovation.
Formation of the European Research Area.
Development of academic mobility.
Ensuring transparency, developing integrated approaches and tools for presenting university profiles and forming their international rankings.
Data collection and processing
Improving financing mechanisms.

These tasks are resolved at various forums of ministers of education. The Russian Federation joined the Bologna Process on September 19, 2005. At that time, the main priority directions for the development of education in Russia were formed:

Introduction of professional standards by 2008 and introduction of educational standards by 2010.
Changing the structure of education
Introduction of two-stage higher professional education.
Creating conditions for student mobility.
Providing conditions for lifelong education.
Introduction of a point system of education.

Subsequently, changes occurred in education, educational laws, and new decrees were created regulating the education system in the Russian Federation:

Federal Law of the Russian Federation of October 24, 2007 N 232-FZ “On amendments to certain legislative acts of the Russian Federation (regarding the establishment of levels of higher professional education)”
Order of the Ministry of Education and Science dated June 13, 2007 No. 172 “On educational institutions of higher professional education participating in innovative activities for the transition to a credit system”
Order of the Ministry of Education and Science dated June 30, 2006 No. 173 “On educational institutions of higher professional education participating in innovative activities for the transition to a credit system”
Order of the Ministry of Education and Science dated April 3, 2006 No. 77 “On educational institutions of higher professional education participating in innovative activities for the transition to a credit system”
Order of the Ministry of Education and Science dated July 29, 2005 No. 215 “On the innovative activities of higher educational institutions in the transition to a system of credit units.”

An acute problem of this system is the problem of the language barrier. Many foreign students have poor language skills in their host country, which consequently affects the perception of knowledge. Then how does the process of transferring knowledge to foreign students take place if training takes place, as a rule, in the language of the country in which the educational institution is located? Our century is the century of gadgets and all kinds of information technologies, and undoubtedly the Internet helps in many ways for the educational process: it is a translator, a dictionary, and encyclopedias. But when a student is in the audience at a lecture or seminar, listening to the teacher speak, it is quite difficult to simultaneously translate the speech via the Internet. The language barrier hinders the quality transfer of knowledge. For example, at the university where I study, students from China study. They have difficulty understanding the teacher’s speech, even though they lived in Russia for a whole year before starting their studies. Teachers are loyal to them and assign them separate tasks to complete, so that it is easier for them to assimilate information.

To solve this problem, in my opinion, it is necessary that both the teacher and students of other countries have knowledge of the international English language. Because the internationalization process will not proceed effectively without an international language. To do this, it is necessary to provide certain conditions for teaching this language. It is necessary to provide government support for language training for teachers.

In conclusion of the above, I would like to conclude that the Bologna process is a large-scale process that requires effort and certain standards. For its high-quality implementation, it is necessary to pay great attention to the language barrier. It is necessary to train students and teachers in English. Since learning the language of the host country is not always successful due to its difficulty and the language abilities of the students.

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