Internationalization of modern education. High school is under attack! The “internationalization” of education entails serious problems

In recent years, the topic of international activity of Russian universities has remained one of the most important for the professional community, and the approval in 2012 of the Indicative List of Criteria for the All-Russian System for Evaluating the Performance of Higher Education Institutions, of course, added new accents to the discussion. The issues of internationalization of the Russian higher education became the subject of attention at the St. Petersburg Educational Forum-2013.

Among the speeches that aroused particular interest among the participants of the meeting, there is a report by the Director of the Department of International Cooperation of the St. Petersburg State Polytechnic University Andrey ALEKSANKOV, to whom the editors of the JSC asked to acquaint readers with the main theses of his speech.

It is now customary to talk about globalization and internationalization almost everywhere and in almost all branches of human activity. This natural development trend has not bypassed the sphere of higher education, where, due to the specifics of the higher education system itself, internationalization has acquired its own characteristic features and characteristics.

What is meant by this rather obvious, at first glance, term? A more “European” approach, based on intuitively respected equality, on the one hand, and the need for competition genetically established in the minds of people, on the other, is expressed in the definition given by the Organization for Economic Cooperation and Development (OECD): “Internationalization is a process, with in which the goals, functions and organization of the provision of educational services acquire an international dimension. The concept of internationalization in the field of higher education in international practice traditionally includes two aspects: "internal" internationalization and "external" internationalization or education abroad, cross-country education, cross-border education.

Russian approaches are based on a different psychological perception of the term "internationalization" and most often in various interpretations are defined as "the inclusion of an international aspect (component) in the educational and scientific activities" of the university.

The difference in approaches is visible to the naked eye: if the European approach focuses on improving the most educational and scientific product in terms of international approaches and standards (emphasis on its product), then the Russian understanding is focused on borrowing additionally acquired value in the external environment (emphasis on the outside).

So what really gives and what does internationalization change in the life of the university? Obviously, isolation will inevitably lead to extinction in the modern global world. The thesis about Soviet higher education as the best education in the world is a thing of the past. This fact must be acknowledged, albeit with natural regret. At the same time, attempts to “destroy everything to the ground” and build a “new bright world” do not stand up to scrutiny. If in this context we talk about internationalization in Russian universities, then attempts to implement any activities in the absence of a clear and precise understanding of the goals of these activities and the use of borrowed, unadapted mechanisms for achieving these goals lead to an obviously negative result. And there are enough such examples: for example, in the development and implementation of double diploma programs or academic mobility programs.

Yes, in the conditions of the demographic crisis in Russia, the development of the export of educational services as an integral part of internationalization can partly contribute to solving the problems of enrolling students in university programs. (Moreover, the demand for the programs of Russian universities, especially in the CIS countries, remains at a fairly high level compared to other countries and regions.) However, this advantage does not cover and does not solve the essence of the problem, namely: the unadapted introduction of foreign models, forms and internationalization mechanisms leads to at least a suboptimal result. Then the questions logically arise: what is the most optimal way of internationalization for Russian universities, and what results can it give? Let us define some of the main points that, in our opinion, allow the Russian higher education to enter the optimal path of internationalization.

Leading foreign universities have been tested and are actively using new technologies, forms and teaching methods. Moreover, at present they are a combination of different approaches, as a rule, united by a very special paradigm of education. And it should be recognized that in most cases, foreign experience far surpasses domestic practice in the use of electronic learning tools, often not precisely in terms of the quality of technical means, but in terms of the very internal philosophy of its use. The study of foreign experience in this context and its implementation in domestic practice can give real results in the internationalization of Russian universities in both domestic and European interpretations. This is the first moment.

Further. Obviously, the globalization of industrial production and the internationalization of business lead to the demand for specialists with relevant knowledge and skills that help to quickly and cost-effectively adapt to any new conditions and national characteristics. And, since in recent years the presence of international experience among graduates has become an increasingly important factor in their successful positioning in the labor market, the ability of the university to provide ample opportunities for internships or even part of the study abroad is considered by the applicant as a significant advantage of the university. In turn, this enhances the motivation of universities to develop competitiveness through the presence of foreign ties. In other words, the criterion of internationalization becomes very significant in the competition for a high school graduate or a bachelor's degree. This is the second moment.

The third moment of the success of internationalization is associated with the restoration and development of the scientific and technical base of Russian universities. And although, as before, in some areas, foreign universities are superior to domestic ones both in terms of equipment and resources, and, importantly, in terms of the degree of implementation of the results obtained in practical commercial developments, it is the cooperation of Russian universities with foreign partners in the research sector that makes it possible to obtain results at a high professional level. This undoubtedly contributes to the development of the national scientific school as a whole.

There is also the possibility of obtaining additional funding from external international sources, although in recent years these opportunities have somewhat decreased for Russian universities. We can list a number of other reasons for the need to develop internationalization as an important component of the entire range of university activities.

Thus, it becomes clear that - despite some skepticism in educational circles regarding the processes of internationalization, especially among the older generation of teachers - these processes are becoming an integral part of university life. And most importantly, such processes really contribute to the development of the university, increasing its competitiveness in the domestic and foreign markets for educational services and scientific research. The realization of this fact, in our opinion, will happen quite quickly at the level of university management, and internationalization will soon turn from a fashionable trend into an effective tool for the development of educational institutions, at least large Russian universities.

The position of the Ministry of Education and Science of the Russian Federation as a conductor of state policy in the field of education is generally consonant with the position of universities and the international educational community. The main priorities in recent years are getting international recognition of Russian higher education - due to the entry of Russian universities into international rankings, the development of scientific research and educational programs - through integrated international participation in various forms. A well-founded formalized result of this approach was the emergence of indicators of the international activity of the university (in conjunction with other indicators of the effectiveness of the activities of higher educational institutions). Among them are the presence of foreign students, international educational programs, including teaching in foreign languages ​​and double degree programs, the number of foreign teaching staff, the number of teaching staff and students participating in academic mobility programs, and some other indicators. But at the same time, the question arises of the extent to which the real needs of a particular university located in a particular Russian region in the field of internationalization correlate with the achievement of the formally required level of efficiency according to the indicators of the Ministry of Education and Science of the Russian Federation? Yes, in general it can be argued that the focus on the implementation of indicators undoubtedly contributes to the development of the internationalization of higher education institutions. However, some specific features must be taken into account. So, for example, the risk of falling into the category of "inefficient university" in terms of the number of foreign students makes some small regional universities look for them, regardless of motivation, solvency, academic performance ... Not to mention the fact that the education of foreign students requires a developed infrastructure, including the availability of a hostel corresponding to dean's office, security services, passport and visa service and others. With respect to double degree programs and foreign teachers, a similar situation may arise. In this case, the method of evaluating the effectiveness of the formalized indicators introduced by the ministry in reality may not achieve its goal - improving the quality and development of the educational institution.

It is quite possible that highly specialized regional universities most often find themselves in these situations, solving mostly (and often successfully) problems of a regional nature. And the dispersion of efforts on the implementation of internationalization indicators that do not take into account one or another specificity of the university can lead to a negative effect.

In general, it can be stated that, despite some costs, internationalization is becoming a necessary and essential resource for the development of domestic universities, improving the quality of educational activities and scientific research.

The popularization and development of the concept of internationalization of education in recent years has contributed to the emergence of a large number of different forms of internationalization, as well as to the desire to structure them.

The internationalization of higher education can be carried out at 4 levels and at each of them have different forms of implementation.

• 1. The global level implies the coordination of internationalization processes by a specialized (supra-country) institution. Examples are the United Nations Educational, Scientific and Cultural Organization - UNESCO and the World Conferences on Higher Education. At this level, global trends in higher education are determined, which should be followed by all countries of the world.
• 2. The regional level is to manage the internationalization between voluntarily united countries. An example is the Bologna process, which includes 48 countries. At this level, the interests of states of the international level are realized and are used in solving their own geopolitical tasks (relations with partner countries, attracting talented youth). The main implementation mechanism at this level is the regional programs for the internationalization of education.
• 3. The national level involves the implementation of the internationalization of education through national level programs supported by the legislative and executive authorities of the country. The goals of this level are to develop the state with the help of mechanisms of power. For example, the creation of a concept for the export of Russian education to increase the competitiveness of the education system in Russia.
• 4. The institutional level is to implement the internationalization of education by working on various aspects of the presence of foreign students at the university. For example, organizational (nutrition, medical care) and content (work with foreign students) aspects.

There is a classification of areas of internationalization of higher education divided into 2 groups:

• 1. Internal forms that involve the active participation of the country in the process of integrating the international dimension of the goals and functions of educational systems, without going beyond its own geographical boundaries (internationalization of curricula and programs oriented to the world market; the formation of new international standards for the quality of higher education)
• 2. External forms, involving the physical movement of students for a while to another country (student and teaching mobility).

The Organization for Economic Cooperation and Development (OECD) identifies 4 forms of internationalization of education:

• 1. Mobility of students and teachers, involving movement for educational purposes;
• 2. Mobility of educational programs and institutional mobility, involving the formation of new international standards of educational programs;
• 3. Integration into the curricula of the international dimension;

M.L. Agranovich and I.V. Arzhanov distinguish three types of forms of internationalization

• 1. Import-oriented forms, which are implemented by most developing countries.
• 2. Export-oriented forms, which are implemented mainly by English-speaking developed countries, considering education as a trade item for developing non-English-speaking countries.
• 3. Forms oriented to import - export, which are implemented by countries with pronounced cultures and traditions.

Zaretskaya S.L. There are four approaches to the classification of forms of internationalization of education:

• 1. Forms of internationalization based on activities - classical measures for the implementation of academic mobility of students and teachers for educational and research purposes, the organization of international employment, the transfer of knowledge and the modernization of curricula.
• 2. Forms of internationalization based on competencies - measures to measure the added value of a professional of international level.
• 3. Forms of internationalization based on the concept of multicultural education received within the university.
• 4. Strategic forms of internationalization, which are a combination of the first three approaches and contribute to the assignment of international level to educational institutions.

Ulrich Tichler, professor at the University of Kassel in Germany, identifies the following forms of internationalization of higher education:

• - Physical mobility;
• - Recognition of learning outcomes abroad;
• - Virtual knowledge transfer (media, internet, learning platforms);
• - Similarity and heterogeneity of national systems of higher education.

Hans de Wit, professor at the School of Economics and Management at the University of Applied Sciences in the Netherlands, identifies such forms as:

• - cross-country education;
• - cross-border education;
• - global education;
• - offshore international trade in educational services.

In accordance with the development strategy of the European Union "Europe 2020", the main forms of internationalization of education are:

• - Student mobility, which consists in the exchange of students between universities, both for a short period and for the entire period of study.
• - Joint educational programs;
• - Formation of communities of interest.

Doctor of Pedagogical Sciences Platonova N.M. divides forms of internationalization into 3 blocks:

• 1. Mobility of students and teachers - an increase in the number of students / teachers studying / working abroad, both in the short and long term. In this block, Platonova draws attention to both the existing organized schemes of student mobility and the practically uncontrolled, but certainly present, spontaneous student mobility. Spontaneous mobility is characterized by a range of factors that describe student engagement strategies, such as admission targets and national differences in access to university studies.
• 2. Mobility of study programs through the following forms of internationalization:
  • - a franchise, on the basis of which a provider from the first country allows the provider of the second country to supply its educational services, while the right to assign qualifications remains with the first country;
  • - cooperation of a provider from two countries in terms of creating a program in the territory of the host country of the program and the opportunity to receive credits in both countries, while the right to issue diplomas remains with the country of origin of the program;
  • - an agreement on a double / joint diploma, which allows obtaining a joint diploma based on the results of training.
• 3. Mobility of educational service providers:
  • - Creation of branches of educational institutions in other countries;
  • - Creation of independent educational institutions in other countries;
  • - The acquisition of educational institutions in other countries and the organization of their own educational organization on their basis.

RUDN professors also distinguish three blocks of forms of internationalization of education:

1. "Internal internationalization", implying the mobility of students.

The very first form of internationalization that arose with the advent of universities.

• 2. Mobility of programs that does not require students to leave the country. At the same time, a foreign university conducts the educational process with the organizational help of a partner university or technology (Internet). The most common option is a combination of both approaches.
• 3. Mobility of institutions associated with the opening of new educational institutions outside the state (branches, representative offices, joint educational centers, etc.).

Researchers Abdulkerimov I. Z., Pavlyuchenko E. I. and Esetova A. M. divide the forms of internationalization of education into 4 groups:

• 1. Student mobility, which involves full study abroad with a diploma from a foreign university, short-term / long-term study within the framework of academic mobility (it is possible to obtain a double degree), as well as exchange programs.
• 2. Academic mobility, involving professional development programs and academic partnerships, internships at a foreign university; work in a branch of your university abroad
• 3. Academic partnership, involving joint courses or programs with a foreign university, distance international education programs, as well as franchising.
• 4. Opening foreign branches.

N.S. Mushketova identifies 4 forms of internationalization of education:

• 1. Individual mobility, involving the mobility of students and teachers for educational purposes;
• 2. Mobility of educational programs and institutional mobility;
• 3. Formation of standards for educational programs at the international level and integration into educational programs of the international dimension;
• 4. Institutional partnerships through the creation of strategic educational alliances.

The internationalization of higher education is taking on new forms, starting with a simple exchange of students and teachers, ending with complex events (internationalization of curricula, the creation of consortiums of universities, etc.).

After analyzing the various forms of internationalization of education, it is necessary to highlight 8 functional links of their interaction (Fig. 1.1).

Fig1.1.

Each functional relationship has a subject of interaction, form and level of implementation of the internationalization of higher education. This classification will be used in this work as the main one (Table 1.2).

Table 1.2. Classification of forms of internationalization of higher education by subjects of interaction, indicating the levels of implementation

	Subject of interaction	Examples of forms of internationalization of higher education	Implementation level
Global	Regional	National	institutional
	Country A<=>Country B	Curricula of international quality standards
International scientific and practical events
	University A<=>University B	Joint research projects
Creation of university associations
Conferences, olympiads, competitions
	University A (student)<=>University B (student)	Student academic mobility (incoming, outgoing)
	University A (PPP)<=>University B (PPP)	Faculty mobility (incoming outgoing)
	University A (program)<=>University B (program)	Joint PLOs
Massive online courses in a foreign language
Special programs for international students
Summer and winter schools for teachers and students
Implementation of educational programs in a foreign language
Mobility programs for students and teachers
	Country A<=>University B (PPP)	PPP from the international labor market
Foreign students in the full cycle of study
	University A (student)<=>Organization B	Student internships
Providing conditions for work in foreign organizations of university graduates
	University A (PPP)<=>Organization B	Teaching staff internships
Participation in international organizations, funds, projects, competitions, grants
Publication activity in foreign editions
Ensuring conditions for work in foreign organizations of teaching staff

The popularization of the spread of various forms of internationalization is accompanied by the need to create structures that ensure compliance with education quality standards. At the stage of rapid development of internationalization, it is necessary to organize the interaction of various national systems of quality assurance and accreditation. Some forms of internationalization do not lend themselves to classification today and do not participate in the accreditation system. The inconsistency of national systems and the presence of market elements that are not involved in higher education quality assurance systems provoke weaknesses in internationalization as a process with good goals. Weaknesses are expressed in the emergence of the possibility of providing low-quality services by unscrupulous suppliers, which will result in the formation of low-competence specialists.

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The most important global trend of modern education is its integration and internationalization, leading to the rapprochement of countries, creating conditions for the formation of a single world educational space. Russia's accession to the Bologna Declaration (2003), adopted by most European countries, means the movement of our country in the direction of convergence of educational systems. The main provisions of the Bologna Declaration can be reduced to the following important points: the introduction of a two-level (three-level) system of training specialists (bachelor-master); introduction of a credit system; ensuring quality control of education; increased mobility; ensuring the employment of graduates. At the same time, the process of transition to common European standards in the system of Russian education does not mean identity, simple copying of the experience of Western models of education. We must, preserving all the best that has been accumulated over many decades in the domestic education system, modernize it on the basis of modern world experience.

Integration and internationalization of education form the world market of educational services. Already today, more technological open educational systems have appeared and are operating, which provide educational services regardless of distances and state borders. So, along with traditional (classical) education, innovative teaching methods based on modern educational and information technologies have become widely used. First of all, we are talking about open and distance learning systems, which are based on Internet technologies or e-education.

And also, it became possible to develop state and non-state education based on new information technologies, this requires the development of a new approach to the education system, with a rethinking of its goals and essence as a social institution.

Modern trends in the development of education include such as diversification, internationalization, individualization, the development of advanced and continuous education, its intensification and computerization, as well as the development of the principles of cyclicity and multi-stage. All these trends should contribute to an increase in the quality of education in accordance with the modern requirements of the socio-economic development of society.

The transition to new methods and technologies in educational activities in modern conditions is possible only on the basis of innovations and the use of innovative technologies. Informatization of education is aimed at realizing the idea of ​​improving the quality of the content of education, at conducting research and development, their implementation, involves the replacement of traditional information technologies with more efficient ones in all types of activities in the national education system of Russia. The most important areas of informatization of education are:

Formation of a virtual information environment at the level of an educational institution;

System integration of information technologies in education, supporting the processes of learning, research and organizational management;

Construction and development of a unified educational information space;

Constant provision of new scientific, technical and scientific and methodological information;

Creation of a wide network of information centers focused on solving the problems of information support of the education system with computer programs.

Open education is focused on preparing students for full and effective participation in the public and professional fields in the conditions of market relations. Giving the education system the qualities of an open system entails a fundamental change in its properties in the direction of greater freedom in planning education, choosing a place, time and pace, in the transition from the principle of "education for life" to the principle of "education through life". In practice, this system is implemented using network technologies. Initially, network learning technologies became widespread among representatives of those age and social groups who are forced to give preference to learning without interrupting their main work activity. Today, open and distance learning provides an opportunity for various groups of the population to receive additional education using the Internet. The development of the distance learning system in Russia is just beginning, but despite this, the number of educational institutions, departments and distance learning centers in the Russian Federation is growing every year.

In the system of Russian education, the use of information and communication technologies is more common in the non-traditional (non-state) education system. However, many Russian universities are actively using information and network technologies in the system of full-time education. As a result, the more effective use of modern educational technologies in the traditional education system is gradually leading to the fact that the line between full-time, part-time and distance learning will be blurred, which is a characteristic feature of the open education system.

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The article proposes for consideration topical issues of internationalization and its directions at the level of structural units. 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 an opportunity to get acquainted with the requirements for applicants in specific companies, companies to select potential employees for themselves, as well as strengthen their positions in the educational community. As a result, we can conclude that many faculties and institutes of universities have already stepped up their activities towards the development of internationalization. The authors came to the conclusion that in order 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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2. Dudareva N. Internationalization of the Russian system of higher education: the export of educational services (based on the materials of the All-Russian meeting of vice-rectors for international affairs, Moscow, 2009) // Bulletin of ISUE. - 2010. - Issue. 5.–C. 1–5.

3. Kulikova O.V., Gulei I.A. FEATURES OF THE INNOVATIVE MODEL OF HIGHER EDUCATION // Modern problems of science and education. - 2014. - No. 6; URL: www.science-education.ru/120-16425 (date of access: 07/14/2015).

4. Lashko S. Integration of the system of economic and business education in Russia into the world market of educational services. – Rostov-on-Don: Publishing House of the Southern Federal University. - 2008. - S. 67.

5. Rogacheva E.Yu. Transformation of the social functions of regional universities in the context of internationalization: Ph.D. dis. ... cand. social Sciences. - Saratov, 2015. - 20 p.

6. Romanova I.B., Baigulova A.A. Modern trends in the development of higher professional education // Creative Economy. - 2010. - No. 6 (42). – P. 91–96.

At present, in the context of Russia's accession to the Bologna process, the participation of Russian universities in international activities and the development of processes of internationalization of higher education is especially relevant.

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

It is important to note that in modern conditions the problem of the development of internationalization is faced both by each university as a whole and by 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 on this problem. However, the result was a proposal for a number of directions for development, applied, in fact, to the university as a whole, but not reflecting the solution of the problem for its individual divisions.

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

The system of higher education, 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 the definition of the internationalization of higher education has not yet developed. Each expert makes additions that were not taken into account earlier, which is also due to the intensification of internationalization development processes. In fact, due to the spread of this trend of the constant emergence of new forms of internationalization, it is rather 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 activation of the processes of development of the innovative component in the activities of any higher education institution.

The internationalization of Russian higher education should be understood as the process of integrating 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 world educational community (training, internships), development and implementation of unified educational programs that meet international standards, attracting faculty from the world 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 members of the educational community, expanding opportunities for obtaining grants in foreign organizations and other forms that may be formed in the context of integration and globalization, as well as expanding the capabilities of the countries participating in the world economy, taking into account all subjects of the education system (universities, schools, colleges, etc.).

As part of the internationalization of higher education institutions, it is now necessary to talk about the existence of forms through which it is carried out, and they are included in the overall strategy of internationalization.

The main forms of internationalization of universities include: joint programs of Russian and foreign universities in the framework of the educational process, the implementation of joint research projects, the development of curricula that meet international standards, the introduction of a point-rating system (credit system), the exchange of students, graduate students (mobility ), exchange of faculty, 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 joint) of both students and teachers, participation in international and regional funds, projects, work of the teaching staff within the framework of international grants, expansion of publication activity in foreign publications, provision of conditions for the participation of Russian graduates 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 framework of the first direction, namely, joint programs of universities, it should be said that they imply the partial education of Russian students in a foreign university. Quite often, many Russian universities position themselves as "suppliers" of double diplomas, which implies that at the end of such a program, a graduate will receive a diploma from a Russian university and a diploma from a foreign university participating in such a project. However, in reality, a very narrow circle of universities has such opportunities.

The next item 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 will meet international standards. During the transition to a two-level system of education - bachelor + master, educational institutions faced the problem of changing curricula, programs, etc. It also became necessary to adapt the existing courses not only to the new system, but also to foreign analogues. In order for students to participate in mobility programs without prejudice to their educational process, universities should bring all documentation into line and establish the learning process itself. For the higher leadership - the Ministry of Education and Science - it was necessary to develop a new federal state educational standard (FSES VPO).

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

This direction is one of the first and largest blocks in the framework of the international activities of universities. Gradually, universities built up 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 course attendance. As part of the study, graduate students could get acquainted with the practice of a foreign university on the issues that they describe in their works. The teaching staff can participate in mobility programs in the areas of study within the specialty or language learning, as well as the exchange of experience with foreign colleagues and 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 conducted by foreign universities, etc. Thus, we can conclude that this direction 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 so far domestic universities are not included in the first hundred world university rankings. Students from the CIS countries make up a significant percentage of the total composition of foreign students. This is due to the presence of quotas that are issued by Russia to these applicants, as well as the attractiveness for them to receive Russian education, a common language and a similar ideology.

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

Gradually get the development of the program in a foreign language. Realizing the need of the modern labor market, both Russian and international, for specialists with a high level of English (or another) language, universities began to adapt their educational products to it. Every year, an increasing number of universities open areas for training specialists of various profiles in programs that are read in a foreign language. Thus, we can conclude that universities do not leave aside this direction and develop it.

The next rather large and important block is the organization and participation in scientific and practical events of both students, graduate students, and faculty. 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 norms according to which only publications in collections of international events can be counted in the scientific activity of an employee and in the overall rating of university departments. Employees and students of higher educational institutions actively respond to the opportunity to participate in such events in foreign universities. However, quite often they face the problems of lack of travel funding from the university, difficulties in paperwork, etc. .

Similar problems arise when organizing and participating in summer schools. They can be supplemented by the need to search for territories (recreation centers, etc.) where school participants can be accommodated, taking into account the need to provide food, as well as organizing the process of their delivery to the event and back. It should be noted that the leadership of the Belgorod State National Research University has solved this problem. The Council for Foreign Language Education and Academic Mobility of NRU BelSU annually during the summer period invites students of non-linguistic specialties of NRU BelSU to take part in the work of the International Summer Language School on the basis of the Nezhegol Natural Park. The International Language School is an educational project of the NRU BelSU, created on the initiative of the teaching staff of the Faculty of Romano-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 in order to create and maintain international relations.

One of the most interesting from the point of view of the 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 the participants and allows you to get acquainted with the culture of other states. 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 involvement of Russian scientists in international grant programs. It is closely interconnected with participation in various funds and with other areas of scientific activity.

From time to time, Russian scientists can, within the framework of grants from the Russian Humanitarian 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 (may be departments and other similar units) search for information about such opportunities and post the necessary information.

The most difficult to implement are the areas of providing conditions for the participation of Russian graduates in the activities of the international labor market and the creation of associations of universities for the development of their internationalization.

To a greater extent, at present, graduates who wish to work abroad independently search for vacancies. Joining the Bologna process was also aimed at providing training for personnel who will be able to apply in the future for work in other states. This is an important indicator for assessing the university, but so far it is difficult to implement in practice.

In general, assessing the current state of internationalization of universities and the forms by which it is carried out, one should note the rather serious positive results that higher education institutions have achieved. At the same time, it should be emphasized that the integration processes taking place in the global economy initiate the emergence of new forms, the development of existing ones and the increase in 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 Human Resources Management, Belgorod State National Research University, Belgorod.

Bibliographic link

Kulikova O.V., Tselyutina T.V. PROSPECTS FOR THE DEVELOPMENT OF THE INTERNATIONALIZATION OF HIGHER EDUCATION // Fundamental Research. - 2015. - No. 7-3. – P. 610-614;
URL: http://fundamental-research.ru/ru/article/view?id=38788 (date of access: 11/25/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History" 1

The internationalization of education is a process in which the goals, functions and organization of the provision of educational services acquire an international dimension. Within its framework, “internal” internationalization is considered as the creation of a culture and climate within the university that promotes and supports international and intercultural understanding, and “external” internationalization (education abroad, cross-country education, cross-border education). The internationalization and regionalization of education is a dynamically developing process that includes various forms of international cooperation and partnership. Actively developing international cooperation, the Amur State University for the Humanities and Pedagogics proceeds from the fact that the goal of international activity is integration into the international educational community; intensification of scientific cooperation; expanding access to information resources and attracting additional sources of funding. The study of advanced world experience, mutual enrichment, exchange of the best educational methods is a necessary condition for the training of specialists with international competencies.

internationalization

regionalization

higher education

the international cooperation

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3. Knight J. Updating the Definition of Internationalization // International Higher Education. The Boston College Center for International Higher Education. 2003. No. 33.

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8. World Education Report. UNESCO Publishing. Paris, 2004.

Internationalization of education at the national, sectoral and institutional levels, it is commonly understood as a process in which the goals, functions and organization of the provision of educational services acquire an international dimension. Attention should be focused on the very concept of internationalization in the field of higher education, which in international practice traditionally includes two aspects: a) "internal" internationalization, which implies the creation of such a culture and climate within the university that promotes and supports international and intercultural understanding, and at the same time, the implementation of all programs, projects, and research contains an international dimension. For example, it complies with international standards, includes foreign developments, and is implemented jointly with foreign partner universities. And b) "external" internationalization or education abroad, cross-country education, cross-border education, which is the process of cross-border provision of educational products and services to foreign countries through various educational technologies and through various administrative agreements.

Thus, the internationalization of education includes the following forms of international cooperation:

1. Individual mobility: mobility of students or faculty for educational purposes;
2. Mobility of educational programs and institutional mobility; formation of new international standards of educational programs;
3. Integration into curricula of international dimension and educational standards;
4. Institutional partnership: creation of strategic educational associations.

The internationalization of higher education is the process of integrating international and intercultural aspects into the goals and means of delivering higher education, and an important factor in this process is the language of instruction. Currently, the possibility of obtaining higher education in Russian or English is the most attractive for foreign students.

Among the undoubted advantages of internationalization include an increase in the accessibility of higher education, the universalization of knowledge. It is important to note that, along with globalization, the processes of regionalization are intensively developing in the field of education. Combining efforts for cooperation in the field of education is becoming an integral part of the cooperation of states united within the framework of various regional organizations to achieve the goals of economic integration, social unity and political security. The most successful of them are the programs of the European Union and the Council of Europe, the processes of forming a common European educational space within the framework of the Bologna process, the programs of the Association of Southeast Asian Nations and the Organization of Asia-Pacific Economic Cooperation, the creation of the North American educational space, etc.

Internationalization, however, as well as regionalization, are the basis for the modernization of university education. The goal of the internationalization of university education is to prepare students and professionals for the international cooperation and competition that will dominate in the new millennium in all spheres of society.

The new education system should be able not only to equip the student with knowledge, but also, due to the constant and rapid updating of knowledge, to form the need for their continuous independent development, skills and abilities of self-education, independent and creative mastering of this knowledge throughout the entire active life of a person.

Education should ultimately become such a socio-cultural institution that would be able to provide a wide variety of educational services throughout a person's life. There is a need for a structure of the educational system and its institutions that would ensure the transition from the principle of "Education for life" to the principle of "Education for life".

It should be noted that the internationalization and regionalization of education is a dynamically developing process that includes various forms of international interaction, partnership and cooperation:

• drawing up or applying new international educational standards and their coordinated inclusion in the university curricula;
• creation of various forms of long-term partnership in the institutional sphere of education;
• invitation to cooperate with international experts in the examination of educational programs or participation in the development of a university development strategy;
• coordinated use of international competencies in the educational process of the university;
• formation of institutional partnership with leading foreign educational centers;
• participation of the university in international rankings;
• development and implementation of research programs and projects with foreign partners;
• conducting international accreditation and certification of the quality of education based on international standards.

It is from these positions that we propose to consider this process as a factor in the development of internationalization and regionalization, since in this way it can be presented as an effective tool that stimulates the achievement of such goals as:

• growth in the level of teaching;
• development of various forms of research work;
• an increase in the number of competitive advantages of the university both in the domestic market and in the external - international.

Actively developing international cooperation, the Amur State University for the Humanities and Pedagogics proceeds from the fact that the goal of international activity is integration into the international educational community; intensification of scientific cooperation; expanding access to information resources and attracting additional sources of funding. The main objectives of the development of international cooperation the university includes:

• ensuring the participation of the teaching and student staff of the university in international programs, intergovernmental treaties, agreements and other international actions aimed at developing integration processes in education and science;
• establishing direct partnerships with foreign universities, foreign foundations and organizations to ensure academic exchange development programs, student and faculty mobility;
• attracting leading foreign experts, teachers and professors to read open lectures and teach at the university;
• participation in major international educational programs and projects, participation in the activities of international educational consortiums and associations, primarily within the framework of cooperation between the EAEU countries, the Shanghai Cooperation Organization, educational cooperation between the BRICS countries, etc.

Today ASPSU is a significant player in the international educational market of the Asia-Pacific countries. The University participates in the work of the Council of Rectors of the Higher Educational Institutions of the Far East and Siberia of Russia and the North-Eastern Provinces of China. Occupying, according to the rating of the Federal Portal "Russian Education" 22-27th place in the group of pedagogical, linguistic and humanitarian universities in Russia, the university today has become an international educational center, in which, in addition to citizens of the Russian Federation, citizens of China, Korea, India, Bahrain, Italy also study , Japan, Azerbaijan, Kazakhstan, Belarus and Ukraine. Today, more than 120 foreign citizens are studying undergraduate and graduate programs, taking short and long-term courses. Joint educational projects are being implemented with Japan, Korea, a number of European countries, and with Chinese universities. ASUGU actively cooperates with Harbin Pedagogical University, Changchun University, Jilin Pedagogical University, Jiamus University and a number of other universities. We especially appreciate our good relations with the Huaqiao Institute of Foreign Languages, with which, for a number of years, we have been jointly implementing educational programs to improve the skills of linguistic students.

Particular attention should be paid to the fact that foreign students studying at the Amur Humanitarian and Pedagogical State University not only actively participate in the educational process, but also speak at international scientific student conferences. This is facilitated by the work of international educational centers operating at the university: the Center for Japanese Language and Culture, the French Language Center, the Educational Center "Confucius Institute".

Russian students and teachers of ASPGU are actively involved in international academic mobility programs. Currently, the following areas are functioning at the university: international linguistic internships; foreign field practices of geography students, museum practices of history students, design practices of design students, participation of university graduates in grant programs, internships and participation in foreign scientific projects of teachers. For example, over the past two academic years, more than 70 students of the ASUPU traveled to China to participate in the above programs, including those who studied at our partner university - the Huaqiao Institute of Foreign Languages, more than 15 students visited the Republic of Korea, studied at universities and colleges in Japan , USA, Canada. During the same period of time, more than 20 teachers of the university underwent scientific and educational internships or visited various foreign countries for scientific purposes.

The university management is well aware that the issues of internationalization and regionalization of education are extremely important issues that require a balanced and constructive approach. We are aware that only on the basis of studying the best world experience, mutually enriching ourselves, adopting the best educational methods from each other, it is possible to train specialists with international competencies and corresponding to international status and level.

Bibliographic link

Shumeiko A.A. INTERNATIONALIZATION AND REGIONALIZATION OF HIGHER EDUCATION AS AN IMPORTANT FACTOR OF UNIVERSITY COMPETITIVENESS DEVELOPMENT // Modern Problems of Science and Education. - 2015. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=23862 (date of access: 11/25/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"