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What stimulates the process of internationalization of education. Modern problems of science and education

The world is developing rapidly, and each individual country can no longer accommodate its growing needs. Life requires combining experience, strength and opportunities to move towards new horizons. This phenomenon is also observed in modern education. The internationalization of education is a consequence of the globalization of the entire modern world. A new approach to education entails the integration of social and economic life, and brings together different nationalities and cultures. Ultimately, the world benefits from this on all fronts.

Mutually beneficial cooperation

There is enormous competition in the world for the right to be leaders in a particular field. And education also finds itself in this competing situation. IN modern society There is an internationalization of education, ensuring international educational cooperation. Those educational institutions that are of interest to students from different countries find themselves in a winning situation.

They provide opportunities to acquire the level of knowledge and professions that are in demand everywhere. The transition to cooperation significantly increases the chances of winning the competition for the right to be leaders in education. Integration processes are taking place both in Europe and in the countries of the Asia-Pacific educational space, as well as in such associations as BRICS, SCO, CIS. Thus, internationalization of education- this is one of the factors of international educational cooperation. And cooperation is more important than the struggle for leadership. However, the leaders are those who integrate faster and more successfully into the global educational space.

Integration in everything

Integration of education covers the entire spectrum of teaching activities. This concerns educational programs and standards, certification systems and control over the quality of training, educational technologies and management. Internationalization is considered by leading states as one of the main directions of development of the educational policy. And when developing it, they take into account a very wide range of external and internal factors: national interests, the global labor market with analysis for the future, as well as the real needs and capabilities of our own education system. Thus, the internationalization of the education process unites all types and forms of activity of specific countries and their educational institutions, while providing for international interaction at the level of education systems, educational institutions and teachers. The popularity of internationalization of education has led to the emergence of many forms of integration and the possibility of structuring them.

Integration with features in mind

When adopting the experience of foreign countries, a particular educational institution must take into account its own material capabilities, the availability of the necessary educational facilities, and in no case forget the traditions and achievements of its own education system. The criterion for the feasibility of the changes made is the indicator of the quality of education, not lower than that given in similar foreign educational institutions. Also, the level of training of future specialists must meet the requirements of the labor market of a given country.

For example, Russian educational institutions must take into account, first of all, the needs of the domestic market for certain specialists. The internationalization of education also presupposes internal and external mobility. Internal - this is when, without going beyond the borders of their country, educational institutions develop special programs of an international level, and standards for the quality of education are formed. External mobility is the exchange of students and teachers. Perhaps this is the main indicator of integration in terms of scale higher education.

Mobility of training programs

There are other equally important indicators. Several forms of internationalization have been developed and are being successfully practiced modern education, through which the mobility of educational programs occurs. Among them:

double diploma (joint), which by agreement of the parties is quoted in other countries, has the same force;
franchise is when country providers agree on supplies educational services, but the right of certification remains with the country that provided these services;
cooperation between providers of two countries for the production of an educational program in the territory of the country where the program is received, while the right to issue diplomas remains with the country producing the program.

Different levels and shapes

Globalization and internationalization of education is expressed at 4 levels:

global;
regional;
national;
institutional.

And at each level there are its own forms of implementation. The global level (state) should be based on the capabilities and potential of its own educational institutions, the characteristics of the country’s culture and traditions, material base. In this case, the use of foreign experience brings the desired result.

The national level involves the internationalization of education through national-level programs approved by the legislative and executive authorities of the country. The regional level has the task of not only developing the local infrastructure for the dynamic development of educational institutions and related organizations, but also creating the most comfortable conditions for foreign students. An example of the internationalization of education at the regional level is the Bologna process, which includes 48 countries. This is a voluntary association of countries that jointly manage integration processes and attract talented youth from all over the world. At the same time, world-class interests are pursued to achieve global goals in science, industry, politics, and in all spheres of life. The most precise management of integration educational processes takes place within the walls of universities. That is, these are intra-educational connections and relationships, external connections of educational systems, integration of science and education.

Bologna Declaration

The internationalization of the education process, naturally, also affected Russia, which was supposed to join the common European education system. In 1999, 29 European countries signed the Bologna Declaration, which obliged all participants to switch to rules common to all within ten years.

Among them: reduction of study periods and transition to a two-level higher education system (bachelor/master), abolition of the two-level structure of scientific degrees, informatization of education and transition to distance learning and so on. Russia officially entered the Bologna process in 2003, having fulfilled all the necessary requirements and abandoned national training programs. The internationalization of higher education in Russia has led to the emergence of universities of international level. This is MGIMO Ministry of Foreign Affairs of Russia, Russian State University for the Humanities, Russian University of Economics. G.V. Plekhanov, RGSU, RUDN, Moscow State University. Lomonosov and the Financial University.

The Bologna Association aimed to significantly increase the competitiveness of European higher education institutions, to maximize opportunities for students when choosing a place of study and to make it easier for them to find a job after completing their studies in any European country. Russia still occupies a small place in the European educational space under consideration. But it should be noted that the beginning of a new path has been made and certain results have already been achieved.

Positive points

Internationalization of education is the process of incorporating various international aspects into research, teaching and administrative activities educational institutions various levels. And the level of qualifications of labor resources ultimately depends on the adequate implementation of aspects of globalization in the educational process. For Russia this process is extremely important. It provides:

a chance to increase the competitiveness of domestic universities and introduce domestic standards and programs in the educational services market;
participation in the Bologna process allowed many Russian students to choose the university they like, regardless of the country where it is located;
the student exchange program also helps to increase the level of knowledge and opens up prospects for practice in foreign countries in order to then use the knowledge for the benefit of one’s own country.

In a word, when internationalization of education occurs in modern society, everyone benefits from it. But we must not forget about another point - each country is trying to retain the most talented youth, offering more favorable training conditions, guaranteed employment and decent wages after graduation.

Entry problems

Russia's entry into the international educational space is accompanied by certain difficulties. Russia has its own traditions in education; our education has always differed from European education. While in some other countries schedules are often not given much importance, learning programs are of an uncertain nature, then in Russia there have always been State educational standards, the programs are clearly structured, and the schedule is stable. Russian education is also based on national, cultural and pedagogical values, has deep historical forms and is based on the Russian mentality.

The internationalization of the education system in Russia also faced the problem of the language barrier. In Western countries, almost all students speak fluent English; Russian students require translation of all programs. Another problem is the system of credits (educational credit units), which we have not yet developed. In Western countries, students have unified system education, can move freely from university to university according to different countries, study several specialties. And another obstacle is the lack of proper mobility of students and teachers. We have not yet created the necessary infrastructure for foreign students and the teaching staff is not ready to teach students from other countries, since there is no proper language training.

Use what you are strong in

Of course, Russia has undeniable advantages in some sciences (physics, mathematics, computer science, biology, etc.), and with this it is necessary to confidently and more actively enter the international market of educational services. It is worth more actively attracting foreign students to study these sciences. But, unfortunately, the costs of training such specialists in Russian universities are significantly lower than in European countries. Assistance is needed in the internationalization of higher education in such areas as:

more detailed study of foreign languages, primarily English;
intensification of university exchange of students and teachers;
an increase in the number of students taking individual courses, periods of study or full programs abroad;
more active attraction of foreign students to Russian universities;
strengthening ties with the international educational community;
simplification of the recognition of foreign qualifications for students who have completed training or individual courses abroad.

What attracts students

The geography and scale of mobile student flows is changing along with the global economy. The focus is increasingly shifting to the East. Australia, New Zealand, as well as universities in the countries are interesting for students South-East Asia. And although the main centers of attraction for mobile students are still the countries of Europe and the USA, the trend of internationalization of education in South-Eastern countries is gaining momentum. One of the important factors when choosing a university for students is language.

Most often, young people choose English-, French-, German-speaking countries, as well as Russian- and Spanish-speaking countries. To keep up with the competition for talented young people, many universities offer English-language education. Because English is the most widely spoken language in the world. The choice of country of study is also influenced by the quality of programs, immigration prospects, and financial support for students. And of course the most important factor choosing a place of study is the cost of educational services.

Don't stop there

One of the striking examples of Russia’s entry into the global educational system is the Peoples’ Friendship University of Russia. The deepening and expansion of internationalization processes at this university is dictated by life itself and increasing competition in the educational services market. And all universities wishing to integrate into the global educational space should make every effort and incur significant costs.

Additional funds are required to improve our own educational product, as well as for marketing research of the educational services market. And for many other necessary things, without which high-quality training of future specialists, in demand in all developed countries, is unthinkable. Internationalization of education is the guarantor of the future of any self-respecting university.

International connections have increased dramatically in global higher education. The internationalization of higher education (IHE) is fueled by the expansion of contacts between representatives and educational institutions for the purpose of dialogue and cooperation. At the turn of the XX–XXI centuries. More than 1 million students studied outside their countries. American universities are the leaders in internationalization. As of 2000, over 500 thousand foreign students studied in the United States.

Internationalization is an objective consequence of globalization and at the same time a major resource for efforts to eliminate the national isolation of higher education systems and the progress of social and economic life. Universities are faced with the task of preparing for activities in the conditions of integrated labor and education markets. A market-oriented higher school needs changes in curricula, a reduction in the volume of universal humanities education, and strengthening of professional, specialized training.

Until the middle of the last century, international cooperation in the field of higher education was based almost exclusively on bilateral agreements and individual contacts. Student mobility was limited to flows between North America and Western Europe, as well as former USSR and his allies. In the future, the flow of students from third world countries to higher education institutions in leading countries is increasing. Student exchanges between the US and Europe are growing. The geographical scope of higher education markets is expanding. More and more diverse international educational programs are being developed and implemented.

Factors and goals of IHE can be divided into four main groups: economic, political, cultural, pedagogical. Economic incentives are closely linked to direct financial benefits, such as tuition fees for international students. Much more important, however, are indirect economic interests. A qualitatively new qualification of higher school graduates turns out to be one of the conditions for economic progress. Political factors are generated by the geopolitical interests of each country. Cultural factors are determined by the desire to popularize national culture and familiarize with foreign cultures. Finally, pedagogical factors are related to the needs of modernization of higher education.

IVO factors are evolving. Initially, they were associated with the tasks of strengthening cultural mutual understanding and the desire to increase political influence. Next, economic priorities become more important. The political, pedagogical and cultural goals of the Institute of Higher Education, which stem from intentions to improve the training of human capital, are subordinated to economic interests. The economic rationale is becoming more and more apparent. Integration of higher education turns out to be a means of strengthening the economic competitiveness of countries in the world market.

The main directions of internationalization of higher education are focused on international cooperation, combining pedagogical efforts and resources, improving education through international experience, ensuring the employment of specialists in the labor market, and developing in graduates the qualities and knowledge needed outside their own country.

Western Europe is a region where higher education integration is particularly effective. In Western Europe, IVO went through several stages. The first – 1950–1975. At its inception, international cooperation in the field of higher education was based almost exclusively on bilateral agreements and individual contacts. The initiator of the first European cooperation programs in the field of higher education was UNESCO. This international organization coordinates the preparation of teachers for lifelong education and popularizes the ideas of parallel learning, primarily using media materials. UNESCO in a number of cases entrusts the implementation of its programs for the modernization of higher education European Center for Higher Education. A policy of “open doors” was launched - freedom of movement for students and teachers. The resolution of the Ministers of Education of the European Union (1974) provided for strengthening ties between European universities, improving the possibilities for recognition of educational diplomas, and encouraging freedom of movement of students, teachers and scientists.

Second stage – 1975–1986. At its beginning it was founded European Center for the Development of Vocational Training. The “open door” policy has been strengthened. The European system of documentation and information in the field of education has been established ( EURIDIS program). Some financial, administrative and other barriers to foreigners entering universities have been removed. About 400 inter-university projects with the participation of more than 500 universities have been financed and implemented, as a result of which joint training courses, programs, and manuals have been developed.

The third stage opened with the launch of the first European programs for higher education (1987). EU initiatives were carried out in several international programs: ERASMUS(mobility of scientists, teachers and students), LEONARD(professional training), PETRA(professional training standards), IRIS(development of women's education), COMETTE(cooperation between universities and industrialists), etc. The advantage of the programs is the detailed elaboration and material support of the planned measures and actions. The programs encouraged the expansion of the study of foreign languages and cultures, the convergence of curricula and diplomas, trips abroad by students and teachers. Meetings and trips of students and teachers are supplemented or replaced by virtual mobility - contacts using the latest technical means. Communication technologies make it possible to make international cooperation between universities more informative and intensive.

Memorandum of the European Commission on Education(1992), adopted by the members of the European Union, marked the beginning modern stage IBO, which received the name Bologna process. The content of the Bologna Process is formulated in several other agreements: European Higher Education Area ( 1997), Bologna Declaration on the Expansion of the Common Space in Higher Education" (1999), Creation of a pan-European higher education area" (2003).

The ideas of the Bologna Process are presented in the form of 10 main directions that were planned to be implemented before 2010: the adoption of a system for ensuring transparency and comparability of university degrees; adoption of a two-level higher education system; introduction of credits in training assessment; increasing the mobility of students, teachers, and researchers; expansion of the European Higher Education Area; expansion of European cooperation to guarantee the quality of education; promoting lifelong education; autonomy and responsibility of educational institutions for student learning; increasing the attractiveness of the European Higher Education Area; development of the European Higher Education Area and scientific research. The key condition for integration is the transformation of free movement of students and teachers on the European continent into everyday life. The European Union has begun to create new programs that initiate the exchange of teachers and students, taking into account the needs of the educational services market. Since 1995, "ERASMUS" has been included in the new "SOCRATES" program, which covers all types and levels of education.

The IVO is coordinated by the Brussels-based Unifying academic collaboration. The organization collects information, participates in the management and examination of European education programs, and promotes contacts between national ministries and services. Special financial measures are being taken to encourage the internationalization of higher education. Funding is mainly personalized: for individual grants to students, teachers, scientists, etc.

Higher education in some European countries is undergoing significant transformation. This happens taking into account the specifics of the social structure, economics, politics, and pedagogical traditions. While maintaining their features, national higher education systems are becoming increasingly similar. There is a unification of the regulatory framework and coordination of priorities, which cannot but help accelerate internationalization.

In Great Britain until the end of the 1980s. The educational market was oriented towards the states of the British Commonwealth. Currently - to partners in the European Union. Great Britain is one of the main participants in European educational programs.

In Germany Basic Act on Higher Education(1976) prescribes: “Higher education institutions should promote internationalization, in particular European cooperation in higher education and the exchange of students and teachers between German and foreign higher education institutions; they should meet the specific needs of foreign students.” IVO is coordinated by the federal Academic Exchange Service, as well as state authorities and administrations of educational institutions. Each state university reserves places for foreign students. Certificates of education obtained in other EU countries and giving the right to enter a university are considered sufficient. Applicants from abroad must pass a German language test. Foreign teachers work everywhere. Some German professors work abroad. The majority of international students come from Western Europe, primarily the UK and France. Guest houses have been built on university campuses for foreign students and teachers.

The priorities of German students abroad and international students in Germany differ markedly.

Germans prefer to study foreign languages and humanities. Foreigners study primarily engineering and technical programs. Internationalization efforts are becoming more diverse. There is a Franco-German college of higher education. At the University of Karlsruhe, engineers are being trained according to a pan-European program in three universities - in France, Britain and Germany. The University of Leipzig is piloting a system of bachelor's and master's degrees. The teaching of foreign languages in short-term institutions of specialized higher education is expanding.

German universities, however, remain largely closed to foreigners. This is due to the comparative complex order obtaining diplomas, language barriers, long periods of actual training, incomparability of diplomas with diplomas from other countries, insufficient academic and social support foreigners, barriers to legalizing their stay in the country. There are also obstacles for German students to stay abroad. One of the noticeable ones is the unsatisfactory teaching of foreign languages. Although universities provide for the teaching of many foreign languages, compulsory study of them at universities is a rather rare case.

France is an active participant in the integration of higher education. In French Internationalization context(1995) identified the following priorities: preferential exchange of students with the countries of the European Union, guarantees of mutual recognition of higher education diplomas, creation of international educational programs, integration of third (final) university cycle programs and the bachelor-master-doctoral model.

France is a leader in the implementation of EU projects on higher education. Student exchange remains a priority. Almost a quarter of French people studying abroad study in Germany. Another 25% are studying in the USA. The rest are students primarily from universities in other Western European countries. As for foreign students, the trends are different. The share of EU partners remains insignificant. The most represented students are from Germany. In general, the main preference is traditionally given to admitting students from the Maghreb countries.

Foreign students are required to complete certain procedures, in particular, pass a knowledge test French. Requirements for foreign applicants are developed independently by individual universities. Universities give an opinion regarding educational level applicant based on the recommendations of special commissions. For citizens of the European Community, the requirements for entering a university have been simplified. They must present a bachelor's degree or equivalent high school diploma. Secondary education diplomas issued in EU countries or confirmed by European international experts are recognized. Admission to restricted universities and some graduate schools requires an interview or special exam. For foreigners to enter big schools A first-cycle university degree is required.

Leading Asian countries are increasingly participating in the internationalization of higher education. Thus, in Japan, the number of foreign students increased sevenfold from 1981 to 1995: from 7 to 53 thousand. A fifth of them are sponsored by the national government and the governments of other countries. IN beginning of XXI century, it is planned to increase the number of foreign students to 100 thousand. To encourage student mobility, Japanese language centers for foreigners are being created at universities, short-term training programs in foreign languages are being established, living fees for foreign students are being reduced, and special houses are being built to receive students from abroad. The IVO is a kind of mirror of Japanese geopolitical interests. The bulk of foreign students are from China and South Korea. The following groups are students from the USA, Europe, other regions and countries. IVO is a tool cultural influence and popularization of national spiritual values. The vast majority of international students study the language, arts and culture of Japan.

In China, students traveling to study outside the country is part of its openness policy. During 1978–2003 More than 700 thousand students, teachers, and scientists were sent abroad. The vast majority of them left at their own expense. The specialties in which Chinese students study abroad cover almost the entire spectrum of modern scientific disciplines. China also provides educational services to foreigners. In China in 2003, about 80 thousand foreign students received education. A new phenomenon for China is joint higher education institutions with foreign partners. There were more than 270 of them in 2003. Main partners: universities in the USA, Australia, Canada, Japan, Singapore, Great Britain, France, Germany. Joint higher educational institutions primarily present specialties that are in demand in the fields of industry, trade, management, and foreign languages.

Internationalization allows us to envision the future of higher education. It makes it easier to predict changes in higher education systems, adjust their management, financing principles, etc. Internationalization is a visible feature of increasing global interdependence in the field of education. Higher school is one of the main tools for developing such interdependence. Prospects include coordinating the efforts of governmental, non-governmental and international organizations, expanding the direct participation of higher education institutions in multinational programs, and encouraging bilateral and multilateral projects of individual universities. Internationalization broadens the horizons of high school graduates. Doors open to them in many sectors of the international labor market.

The process of internationalization of higher education is complex and contradictory. There is no proper balance between economic and cultural-educational goals. There is a need to strengthen the international component of education programs. The influx of foreign students into universities raises the problem of establishing intercultural dialogue. There is a growing need to introduce the latest communication technologies, which, unlike traditional international contacts, do not have clearly limited limits and dramatically expand the possibilities of cooperation. The problem of convertibility of higher education diplomas is acute.

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. Authors of articles on internationalization emphasize its connection with all functions 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, with the only difference that there are no benefits, and education is provided at 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 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 diverse different shapes 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, geographical 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 development 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 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 must 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.

3.2. Internationalization of higher education

Main trends. The internationalization of higher education has gone through a number of important stages. After the Second World War and until the end of the 1980s. international cooperation in the field of higher education was based on bilateral agreements and individual contacts and consisted primarily of the exchange of students and teachers. Such mobility was limited to flows between North America and Western Europe, as well as the former Soviet Union and his allies. Since the early 1960s. an influx of students from former colonies to former metropolises is emerging and increasing. The radical intensification of higher educational institutions, the main focus of which was the European Union, began in the 1990s. At the same time, the internationalization of Russian higher education took new shape. The formalization of the concept of IVO in Western Europe began in the 1970s, in Russia - in the 1990s.

IVO is part of a reform strategy that provides direct and long-term economic returns. In the field of higher education, the list and geography of priorities is diversifying; national and supranational structures emerge; legislative grounds change; feedback connections are formed.

The process of internationalization of higher education is complex and contradictory. There are many unresolved problems: there is no proper balance between its economic, political and cultural-educational components; the idea of a “single educational market” is far from being realized; many planning and management issues have not been resolved; there is a need for greater internationalization of training programs; the problem of “convertibility” of diplomas is relevant; the problem of dialogue between cultures is acute; information and communication technologies are insufficiently developed, etc. Significant social risks are associated with IVO. Firstly, internationalization is most beneficial for wealthy students who have the means to study abroad. Secondly, there is a risk associated with the increased commercialization of higher education.

The internationalization of higher education is considered as an objective consequence of globalization and a major resource for efforts to eliminate the national isolation of higher education systems and the progress of social and economic life. IHE is a powerful engine of changes in the structure, content, management, and financing of higher education. Internationalization is a visible feature of increasing global interdependence in the field of education and the development of tools for harmonizing such interdependence.

Institute of Higher Education as an object of comparative research. As recorded in the documents of the 22nd conference of the European Society of Comparative Pedagogy (Granada, 2006), the comparative study of higher education consists primarily of considering issues of theory and policy, real and virtual manifestations of the internationalization of higher education.

Main units comparative analysis IHE – national and supranational structures of higher education. Ideas, principles are explored, priorities and policies of the Institute of Higher Education are predicted in the global, regional and national dimensions. The specifics of the internationalization of higher education in individual regions and states are determined. The corresponding activity of educational institutions, students and teachers is revealed. The areas of application of international cooperation in higher education are characterized.

The effect of IHE can be determined statistically: by the scale of academic exchanges and contacts. Important indicators of the effectiveness of IVO are changes in procedures and legal framework higher education: attitude to the issue of recognition of foreign diplomas of higher education; bilingual learning opportunities; the policy of matching levels of education and diplomas of different states, the policy of obtaining student grants, etc.

In the materials of the Swedish Commission on the Internationalization of Higher Education (1970), IHE is interpreted as enriching the knowledge of global international interdependence and the importance of the international component in education; the creation of international solidarity, expressed in the pooling of pedagogical efforts and resources of different countries; acceptance of the ideals of pluralism and mutual respect. In encyclopedic publications, IHE is characterized as “a variety of educational efforts undertaken for the international orientation of the knowledge and competencies acquired by students”: through the internationalization of programs, textbooks, learning a foreign language, using the media, entering the international labor market. In the 1980s in a number of international pedagogical encyclopedias, the practice of higher education was correlated primarily with the teaching of foreign students.

In the future, with comparative assessments of higher education as an economic, political, pedagogical phenomenon, new topics and approaches arise. They appeared, firstly, due to the need for the general and professional training of higher school graduates to comply with the integration of the world economy, labor markets and employment and, secondly, due to the increasing need to develop special competencies of university graduates and solve the problems of their employment in the global labor market .

Directions and factors of IVO. An important tool for intensifying international cooperation in the field of higher education: real mobility - international exchanges of students and teachers - combined with “virtual mobility” through the latest technical means.

Among the Internet technologies that initiate a similar path of internationalization of higher education, we point out the project “International Leadership in educational technologies". The project aims to create a transatlantic educational community of graduate students from six universities: Iowa and Virginia (USA), London (England), Aalborg (Denmark) and Barcelona (Spain). Websites and e-mail were used to establish contacts, and foreign language courses were organized online. Virtual cooperation was supplemented by holding a joint summer academy for short-term exchange of research experience, and organizing foreign scientific trips.

IHE factors are divided into four main groups: economic, political, cultural, pedagogical. Economic factors are associated with both direct financial income and benefits (from charging tuition fees for foreigners, for example), and with indirect economic benefits, primarily improving the skills of university graduates as a condition for economic progress. Political factors are determined by geopolitical interests, security issues, ideological influence, etc. Cultural factors are determined by the importance of intercultural dialogue. Pedagogical factors influence the educational functions and content of internationalization of higher education.

IVO factors are closely intertwined and evolving. Until the end of the 1990s. IVO was largely initiated by political factors, in particular, the desire to ensure the coexistence of different social systems, the tasks of strengthening cultural mutual understanding, and intentions to increase political influence. Currently, economic factors have intensified and become increasingly significant. At the same time, political and ideological preferences weakened. We are talking about the creation of a “market-oriented higher school”, the rejection of universal academic training, the formation of knowledge and skills as a tool for activity in the global education market.

The political, pedagogical and cultural goals of the Institute of Higher Education, which stem from projects to improve the training of human capital, are subordinated to economic interests. The economic rationale is becoming more and more apparent. Integration of higher education turns out to be a means of strengthening the economic competitiveness of IHE participants.

The prospects for IHE include coordinating the efforts of governmental, non-governmental and international organizations, expanding the direct participation of higher education institutions in multinational programs, and encouraging bilateral and multilateral projects of individual universities. Internationalization broadens the horizons of high school graduates. Doors open to them in many sectors of the international labor market.

The internationalization of higher education is clearly evident in the increased mobility of teachers and the expansion of opportunities to study abroad. At the turn of the 20th–21st centuries, more than 1 million students studied outside their countries. The internationalization of higher education in the form of international research programs, exchanges of teachers and students makes intercultural education a reality. Students, teachers, and higher education specialists, once abroad, get the opportunity to compare domestic and foreign teaching models, acquire cultural and intellectual plasticity, and an understanding of the phenomenon of others. They learn to understand the foreign realities of higher education, which turns out to be necessary for their future activities.

IHE should be considered as an integral component of the planning and implementation of higher education policy. Director of the International Institute for Educational Planning at UNESCO J. Halak emphasizes that the relevance of the international strategy in education stems from the need for theoretical forecasting of changes in the field of higher education, adjusting the management of universities according to the patterns of large business application of planning strategies in order to facilitate financing universities, acquisition of subsidies and grants.

Higher education reforms in modern world have a number of common features, which cannot but help accelerate the process of internationalization. In the conditions of the Institute of Higher Education, national higher education systems are noticeably transformed; they are expanding quantitatively, acquiring international features: the decentralization of systems is increasing, components of a supranational, universal nature are emerging and developing. National higher education systems, as a result of a certain unification of structures, methods of assessing results, programs, and qualification characteristics of higher education, become much more comparable, which makes it possible to improve these systems much more effectively.

When making a comparative analysis of the state and prospects of higher educational institutions, it is necessary to keep in mind the specifics of national higher education systems. In certain regions and countries, universal trends in the internationalization of higher education appear depending on the characteristics of the social structure, economy, politics, traditions in pedagogy and higher education. There are certain difficulties in generalizing and identifying universal trends in IHE. This stems from serious differences in the IHE of individual countries. Thus, in the European Union and the United States, the political, cultural, and pedagogical economic priorities of the Institute of Higher Education are equally visible. In France, one of the IVO's priorities is the popularization of the French language and culture, especially in the Maghreb countries. In UK IVO, the dominant factor in IVO is economic interest, etc.

Russia. In Russian IVO policy, compliance with national economic interests becomes paramount. A qualitatively new qualification of higher school graduates acquired as a result of higher education turns out to be an important condition economic progress. Russia is in need of international higher education programs because it experiences a lack of financial and intellectual resources in the field of education. Russian universities are faced with the task of preparing for activities in the conditions of integrated labor and education markets. Market-oriented higher education requires changes in curriculum.

The political and cultural factors of IVO in Russia are generated by geopolitical interests, aspirations to popularize Russian culture and familiarize with foreign cultures. And finally, pedagogical factors are related to the demands for modernization of Russian higher education.

The intensive growth of domestic higher education gives rise to the need to quickly open migration channels for Russian specialists. As Ya.I. writes Kuzminov, “if we do not open all the valves for migration, then 43% of the labor market by 2020 will be for people with higher education... It is clear that the market will not be able to create a large number of jobs for these people so quickly, and they will have difficulties with employment" [Ya.I. Kuzminov (2012)].

IHE in Russia focuses on “restoring contacts with education and science abroad.” The priorities of Russian policy include orientation towards various regions of the world, especially towards the Commonwealth of Independent States (CIS). The Russian Federation provides support to universities opened in the Commonwealth republics, where Russian culture and language are purposefully studied (Armenia, Kazakhstan, Azerbaijan, Kyrgyzstan, Tajikistan). The task is set to create a unified educational space in the CIS. “Program for the Russian Federation to support integration processes in the field of education in the Commonwealth of Independent States” for 2004–2005. provides for the development of integration processes in the field of education of the CIS member states; training and advanced training of teaching staff of educational institutions with training in Russian in the CIS; restoration of Russia's position as the main educational center of the Commonwealth.

Russia, striving for the integration of higher education in the post-Soviet space, puts at the same time economic, political and pedagogical tasks. Russian priorities cover all main types of activities in higher education: mobility of students and teachers, coordination of curricula, cooperation of individual educational institutions, conversion of diplomas, popularization of the Russian language and culture, etc. Preference is given to bilateral agreements and contacts of individual educational institutions. The emphasis is on the actions of institutions, structures and organizations: universities, associations of rectors, the Ministry of Education, etc.

The Russian Federation, together with Belarus, Kazakhstan, Tajikistan and Kyrgyzstan, within the framework of the Eurasian Economic Community (EurAsEC) (established in 2000), intends to improve integration mechanisms, including in the field of education. The EurAsEC participants established the Council for Mutual Recognition and Equivalence of Educational Documents, academic degrees and ranks.

Russia is looking for ways to integrate with higher education systems in other geopolitical regions. Thus, the Russian Federation plays a significant role in the integration processes of higher education, participating in the Shanghai Cooperation Organization (formed in 2001) (PRC, RF, Kazakhstan, Kyrgyzstan, Uzbekistan). An agreement was signed at the SCO summit in Shanghai on cooperation in the field of education (2006).In the same year in Beijing, at a meeting of SCO education ministers, prospects for cooperation through the exchange of personnel and the provision of mutual quotas for student training were discussed.

Russia participates in international programs on higher education of UNESCO, the Organization for Economic Cooperation for Development (OECD), the World Bank, etc. So in 1993, the Ministry of Education, together with UNESCO, developed a concept of cooperation, including in the field of higher education. It was about training and retraining of teaching staff in the field of humanities education, development vocational education using international experience in this field.

Through the Council of Europe and the European Union in the 1990s. Russia participated in several projects to develop international university relations: “Access to higher education in Europe”, “Legislative reform in higher education”, TACIS program “Technical assistance to the Commonwealth of Independent States”, TEMPUS program.

In 2003, the Russian Federation joined the 1999 Bologna Agreements on the creation of a pan-European space in the field of higher education. Joining the Bologna Club caused a mixed reaction in the Russian teaching community. Some experts believed that Russia has decent higher education and should not radically change it. Concerns were expressed that a radical and unjustified disruption of domestic higher education would occur. Thus, the rector of Moscow State University V. Sadovnichy stated that “recklessly” joining the Bologna process would lower “the bar for our education” and that Russia, “harmonizing too quickly” with Western Europe, risks losing a lot. V. Sadovnichy does not hide his skepticism today. In September 2013, speaking on the Russian TV channel “Culture”, the rector of Moscow State University said that he was “still not delighted with the Bologna agreements.”

Supporters of the Bologna process believe that the monopoly prerogative of the state in training specialists has been replaced by the education market with its own requirements for graduates. Thus, the President of St. Petersburg University, L. Verbitskaya, considered that slowness in entering the Bologna process would have detrimental consequences for Russia, since the domestic higher school would be uncompetitive in the European labor market.

The prospect of harmonizing new standards of higher education with the standards of the Bologna Process is viewed differently. A number of experts assess this prospect negatively, believing that it means threats to national identity. Supporters of this perspective, on the contrary, claim that it will allow Russian higher education to enter the global market of educational services. They believe that the abandonment of the traditional linear structure of educational programs and the creation of integrative block programs of a modular type provided for by the Bologna process should provide students with the choice of their own educational route.

Entry into the Bologna process, be that as it may, should not entail a loss of the specificity and fundamental nature of Russian higher education. At the same time, a number of experts argue that fundamental education should focus on the so-called. elite and that the prerogative of such education will belong to “mega-universities” - federal universities. In other universities, Western-style technological programs will be introduced instead of fundamental education.

Integration into the Bologna process should be considered as an important means of solving problems of the quality of higher education, academic mobility and university autonomy, and increasing the competitiveness of Russian universities. The Bologna process is one of the sources of modernization of Russian higher education, a moderator of a new strategy for combining knowledge, personal, cultural and competence paradigms in higher education.

The Bologna process affects changes in Russian higher education. Joining it means inclusion in the pan-European modernization of higher education: transition to a multi-level structure; revision of goals and required results, introduction of credit-module training, and other ways of assessing the quality of education. We are talking about creating conditions for recognition and recognition of Russian higher education in Europe, including by building state education standards in the language of competencies. It is proposed to abandon the concept of “training course”, replacing it with “credit”. Test credits will allow you to recognize and count the mastery of disciplines taken at any university that is a party to the Bologna Agreements. New emphasis is emerging in the content and teaching of economic and social sciences. Joining the Bologna process should facilitate agreements on the mutual recognition of Russian and European diplomas and the prospect of expanding the possibility of “exporting” our education. Full inclusion in the Bologna process is hampered by differences in timing, programs for full general education, school-university continuity procedures. There are other obstacles too. Graduates of Russian schools are not sufficiently prepared for intercultural communication; They are required to be fluent in foreign languages. It is necessary to achieve continuity not only in the vertical (across levels of education), but also in the horizontal (within the same type of educational institutions) directions of the educational process. It is required to give greater applied focus, variability and flexibility to teaching in Russian schools in accordance with European curricula for secondary education.

Student exchange is hardly the main form of internationalization of higher education in Russia. In 2002, about 70 thousand students from 150 countries studied at Russian universities. In 2005, 5.6 thousand students came to Russia under interuniversity agreements and partnerships for various periods of study. More than 60% of them are students from Europe (3.5 thousand). In 2006, the Russian Federation carried out youth exchanges on a non-currency equivalent basis with more than 30 countries of the world. Students, young teachers, research fellows[The role of universities in the development of international foreign economic relations of the constituent entities of the Russian Federation (2007)].

Russian higher education institutions create preferences for students from the CIS republics. Leader in the number of students studying in universities Russian Federation among these countries is the Republic of Kazakhstan. In 2000, students from Kazakhstan accounted for 54.3% total number students from the CIS studying full-time at Russian universities. However, such priorities are not sufficiently implemented. Foreign students (especially in capital cities) are represented mainly by representatives of foreign countries. So at Moscow Pedagogical State University in 2011/12 academic year 80% of foreign students represented foreign countries (primarily China) and only 20% came from CIS countries.

Foreigners come to study in Russia due to various reasons. Students from the CIS see Russian universities as a traditional path to higher education. Students from Western countries have slightly different motivation. According to the observations of the German sociologist T. Hofmann, German youth who go to study in Russia are often alien to material gain and career ambitions. German students critical of Western ideals of consumer society. They hope to see in Russia a more humane society than in the West and believe that the future of Europe largely depends on cooperation with Russia [T. Hofmann].

Russian students are most represented in Western countries. In 2005, as part of interstate agreements and university partnerships, 7 thousand Russian students were sent abroad, most of whom were sent primarily to the United States. [The role of universities in the development of international foreign economic relations of the constituent entities of the Russian Federation (2007)].

It should be noted that the participation in international student exchange programs of large metropolitan and regional universities is disproportional compared to higher schools in other cities of the Russian Federation. This is largely due to the fact that “mega-universities”, in particular federal universities, find themselves in a more preferable position when receiving a financial IVO. Small universities can count primarily on the sponsorship of business magnates. [The role of universities in the development of international foreign economic relations of subjects (2007)]. As a result, large universities, which make up just over 5% of the total number of higher schools and enroll approximately 20% of all students, account for 50% of both students sent to study abroad and foreign students admitted to study. The leaders in the number of foreign citizens studying are Moscow State University, Peoples' Friendship University of Russia (RUDN) and State Institute Russian language named after. A. S. Pushkin (GIRYAP). So in 2006, 5.3 thousand studied at Moscow State University. RUDN University – 2.7 thousand; GIRYAP – 2.8 thousand foreign students.

However, in the first decade of the 21st century. IHE projects are also gaining momentum in regional universities. Thus, Krasnoyarsk State University exchanges students and teachers with the University of Durham (UK) and the Czech Technical University (Prague). Omsk State University implements the Russian-American double degree program, the Russian University in Australia program, which allows Russian students to complete part of their studies in Australia, the Japanese Culture project, and a Russian language summer school for students at the University of North Carolina (USA). Omsk State Technical University participated in the training of specialists from the Chinese Launch Vehicle Technical Academy. Omsk State Transport University was a co-executor of the European project “International mobility - an integral part of innovative university management.” The Siberian Automobile and Highway Academy took part in the international project under the TEMPUS-TASIS program “Updating the language policy of Russian Technical Universities”, etc. [The role of universities in the development of international foreign economic relations of the constituent entities of the Russian Federation (2007)].

A fundamentally important new strategy for the internationalization of student exchanges turned out to be Remote education, which dramatically expands virtual learning opportunities. In 2007, about 20% of Russian universities tried to introduce this type of education [The role of universities in the development of international foreign economic relations of the constituent entities of the Russian Federation (2007)].

Russian universities, in addition to organizing international youth exchanges, have accumulated experience in creating and implementing international programs in engineering, management, economics, language training, social and natural sciences, education. As a participant in the Bologna Process, Russia is involved in a number of scientific projects. Among them is “Tuning Education Programs in Russian HEIs” (hereinafter TUNING) (2006–2007) [Project TUNING.]. The project was implemented by the State University - Higher School of Economics, Peoples' Friendship University of Russia and Tomsk state university. Two subject areas were chosen to develop model programs: European Studies and Mathematics. In the first case, we were talking about the programs “world economy and world politics”, “law”, “applied political science”, “state and municipal management”, “international relations”, “political science and history”, “ international law» In the second case, mathematics programs for specialists in the field information technologies, “mathematics as a subject of teaching in engineering specialties.” The experts compiled a list of general and special competencies in accordance with the curriculum. The list formed the basis for a survey of target groups: employers, university graduates, teachers. They were asked to assess the degree of significance of each competency and the level of its mastery required for a graduate of a particular cycle. The results of the survey were taken into account when developing the structures and content of training programs.

Russian teachers and students do not see insurmountable obstacles to working abroad. According to a 2006 sociological survey, 39.6% of university teachers do not exclude the possibility of going abroad on temporary contracts. However, the entry of Russians into the global educational space faces serious obstacles. The economic mechanisms of the Institute of Military Education are poorly developed. Many universities do not have the necessary resources for exporting educational services: there is no sufficient financial and personnel support, or satisfactory living conditions for foreign specialists. When organizing an educational institution, there are difficulties in introducing the latest communication technologies. In 2004, a third of the websites of Russian universities on the Internet did not ensure the normal functioning of their web servers, which prevented foreign universities from obtaining the necessary information when searching for Russian partners. Difficulties in “producing” Russian higher education arise from ignorance of the situation abroad: conditions on the education market, legal system, etc. Scientific works and curricula are rarely translated into the English language used by the global teaching community.

Russia's status as an exporter of education is being devalued. In terms of this indicator, our country is among the outsiders among the leading countries of the world. Russia's share in the global education market is small - slightly more than one percent. Russian universities educate a significant number of students from China and developing countries, for whom studying in Russia is a relatively inexpensive way to obtain higher education. As Ya.I. notes in this regard. Kuzminov, Russia occupies a niche of cheap education in the global educational market [Ya.I. Kuzminov (2003)].

International exchanges of students and teachers give rise to problems of communication and intercultural dialogue. A hot topic is ensuring the safety of foreign students, primarily from third world countries. Western European universities do not have sufficient linguistically and culturally competent personnel for dialogue with Russia. Many foreign students and teachers do not know Russian well. In turn, the preparation of Russian teachers and students for studying and working abroad is weak. Many of them do not speak English, the language of communication in the international educational space.

There is a problem of nostrification of Russian and Western higher education diplomas. Russia has done something in this direction. In May 2012, the government of the Russian Federation approved a list of 210 foreign universities from 25 countries whose diplomas will be recognized in Russia. Most of the list includes American (66) and English (30) universities, where Russians most often go. The list also includes 13 universities from Germany and 11 from China. In addition, the list includes universities in Singapore, Denmark, Japan, South Africa, and Ireland. Diplomas from other foreign universities must undergo a nostrification procedure, which takes at least 4 months. All these measures do not alleviate the acute problem of nostrification of higher education diplomas. Firstly, because there have been no reciprocal steps from Western partners yet, and our higher education diplomas are still recognized abroad extremely selectively. Secondly, the list of recognized foreign diplomas in Russia turned out to be clearly insufficient.

USA. The USA is a leader in the internationalization of higher education. The high prestige of American higher education has largely been achieved thanks to its internationalization. In Russian and foreign literature One can find statements that the US higher education system has given the world the largest number of outstanding specialists and fundamental research. This thesis is not entirely correct. Its authors lose sight of the fact that many prominent US scientists, including Nobel laureates, are by no means graduates of American higher education who ended up in the United States as a result of the so-called. "brain drain" There is a joke in US university circles in this regard: “If your professor speaks with a foreign accent, then you are lucky - it means you have a good professor.”

A number of American universities position themselves as international centers science and education. Americans did not immediately come to understand the need for international universities. One of the factors in their emergence was the interest of employers in ensuring that university graduates could work on all continents. US international universities occupy the first lines in international rankings; they can be the first to count on international investment. As of 2000, over 500 thousand foreign students studied in the United States, which is the highest figure in the world. The high degree of influence of the United States on global higher education is evidenced by the widespread spread of the American bachelor-master-doctoral structure.

The United States cooperates in the field of higher education with many countries around the world. For example, since 1997, the American organization Public Interest Law Initiative has introduced legal education programs in more than 60 educational institutions in Central and Eastern Europe and Asia and other regions of the world. The programs provide for the active development of legal knowledge and improvement of the professionalism of practicing lawyers.

The USA is Russia’s main partner in the field of higher education on the world stage. This is the country where Russian students are represented the most: in the late 1990s. about 6 thousand. However, Russian students do not often receive grants to study at American universities. They often complete three years of university in Russia and then transfer to an American university. In this case, it is easier to obtain financial assistance from the US authorities. The matching of American and Russian higher education diplomas has been greatly facilitated. To solve the problem, it is proposed to apply the American credit system to the disciplines of the academic program, the mastery of which gives the right to receive a Russian diploma.

During the 1990s - early 2000s. A number of Russian-American projects have been implemented. "Consortium of American Colleges for Cultural and academic exchange West-East" (American Collegiate Consortium for East-West Cultural and Academic Exchange) facilitated a year-long study for Russian students in the United States and American students in Russia. “American Council of Teachers of Russian/American Council for Collaboration in Education and Language Study” organized the training of Russian students in US universities in various specialties, excluding law and medicine , as well as postgraduate studies at leading American universities: in business administration, public administration, healthcare, law, economics, ecology, journalism, computer science, education, political science, international relations. A number of projects were initiated and financed Information Agency USA: Fulbright Scholar Program, exchange and internship of Russian and American specialists in the field of education, student exchange programs, etc. US and Russian universities took part in the project “Central Russia-Texas: Dialogue of Pedagogical Cultures” (development of new content for higher education teacher education). "American Council on international studies and Exchanges", the Bureau of Educational and Cultural Programs of the US State Department launched the "Young Leaders" program, thanks to which 18 US citizens completed a year-long training and 2-3-month internship in Russian universities and organizations in the following areas: political science, international relations, international economics relationships, conflict resolution, public administration, Russian history, sociology.

The United States is playing a leading role in higher education reforms in young African states. Private and public American foundations and organizations finance universities in Africa, pay for the education of African students at US universities, and send teachers to higher schools on the African continent.

A number of Western comparatists (F. Altbach, R. L. Irizarry, E. Berman, A. Sika, H. Preschel, A. Mazrui, etc.) accuse the United States of pursuing a policy under the veil of aid that is contrary to the interests of Africa and solely in their own selfish interests: “The US presence in education in African countries is of strategic and economic importance... for the leadership and business elite of the United States of America,” writes, for example, E. Berman. According to F. Altbach, the United States assigns African universities the role of agents of “Western values.” African universities, according to A. Mazrui, are imposed with the functions of training personnel for the needs of former colonialists, promoting the expansion of Western industrial markets, and abandoning African spiritual values. US aid to African universities, Mazrui believes, is being used to perpetuate Africa's cultural dependence.

It is naive to claim that the United States has no economic and political interests in Africa. However, according to comparativists G. Noah and M. Eskstein, the “conspiracy theory” against higher education in Africa is not convincing. The difficulties of African universities, according to these scientists and the Angolan comparativist N. de Mendoza, are caused by “socio-economic factors of the transition period” in the formation of young African states.

The Bologna Process. Western Europe is a region where the internationalization of higher education is particularly effective. The main directions and ideas of such a process are enshrined in the Maastricht Treaty (1992) and the Bologna Declaration (1999). The fundamental driving force of IHE in Western Europe turned out to be a complex of social, political, cultural and pedagogical factors that led to the creation of the European Union. The economic background is clearly visible in the IVO of the European Union. The integration of higher education is seen required condition increasing competitiveness. Members of the European Union see in the Institute of Higher Education significant economic support for national higher education systems.

The coordinator of the IHE is the Academic Cooperation Association located in Brussels. The organization collects information, participates in the management and examination of European education programs, and promotes contacts between national ministries and services. Special financial measures are being taken to encourage the internationalization of higher education. Funding is mainly personalized: for individual grants to students, teachers, scientists, etc. A notable agent of the IHE is the International Association of Universities (founded in Paris in 1951).

IVO in Western Europe has gone through several stages. The first – 1950–1975. The initiator of the first European cooperation programs in the field of higher education in these years was UNESCO. This international organization coordinates the preparation of teachers for lifelong education and popularizes the ideas of parallel learning, primarily using media materials. A policy of “open doors” was launched - freedom of movement for students and teachers. The resolution of the Ministers of Education of the European Union (1974) provided for strengthening ties between European universities, improving the possibilities for recognition of educational diplomas, and encouraging freedom of movement of students, teachers and scientists. The emphasis was on diversification of education, equal opportunities for higher education, and individualization of education in higher schools.

Second stage – 1975–1986. At the beginning of the phase, the European Center for the Development of Vocational Training was founded. The “open door” policy has been strengthened. The EURIDIS program was introduced - a system of international documentation and information in the field of education. A number of financial, administrative and legal obstacles for foreigners entering universities have been removed. About 400 inter-university projects with the participation of more than 500 universities have been financed and implemented, as a result of which joint training courses, programs, and manuals have been developed. Particular attention was paid to the problems of employment of higher school graduates in the labor market.

At the third stage (1987–1992), the first European programs for higher education were launched (1987). The initiatives of the European Union were carried out in several international programs: ERASMUS (mobility of scientists, teachers and students), LINGUA (language training), PETRA (vocational training), IRIS (women's education), COMETTE (cooperation of universities and industrialists), etc. The advantages of the programs were detailed planning and material support of measures and actions. The programs encouraged the expansion of the study of foreign languages and cultures, the convergence of curricula and diplomas, and travel abroad by students and teachers. Meetings and trips between students and teachers are complemented or replaced by virtual mobility - contacts using the latest technical means. Communication technologies have made it possible to make international cooperation between universities more informative and intensive.

The current stage of IVO is called the Bologna process. It was opened by the “Memorandum of the European Commission on Education” (1992), adopted by the members of the European Union. The Memorandum formulated the pedagogical and cultural criteria of the Institute of Higher Education, arising from economic needs and intentions to improve the training of human resources for successful competition in the international economic arena. The content of the Bologna process is formulated in several other agreements: “European Higher Education Area” (1997), “Bologna Declaration on the Expansion of a Common Space in the Field of Higher Education” (1999), “Creation of a Pan-European Higher Education Area” (2003), “Code of Transnational Education "(2003), etc.

The European Union began the Bologna process in the mid-1990s. to the implementation of new projects that initiate the exchange of teachers and students, taking into account the needs of the educational services market. In 1994, the LEONARDO project was launched, which united a number of international programs, including LINGUA. The goal of the project was to improve the professional training of Europeans. The project provided opportunities for internships and study abroad. The exchange of specialists for professional training was envisaged. For the LEONARDO project in 1995–1996. ECU 620 million was allocated (over $760 million)

In 1995, ERASMUS was included in the new SOCRATES program, which covers all types and levels of education. The project included, among other things, expanding the scope of exchange of students and teachers, as well as training foreign languages. For the implementation of the SOCRAT program in 1995–1999. 850 million ECU (about $1 billion) were allocated

The Bologna process is designed to help increase the competitiveness of a European society based on knowledge and open to constant renewal. The importance of higher education is increasing as one of the main conditions for a high-quality economy and social security. The need for higher education and the preservation of the time-honored values of universities and other traditional institutions of higher education are emphasized. The ideas of the Bologna Process are presented in the form of several strategic directions for reform: increasing the autonomy and responsibility of educational institutions; ensuring the comparability of university degrees and the convertibility of higher education diplomas; unification of curricula while maintaining a balance between innovation and diversification; organization of two-level higher education; introduction of a credit system for training assessment; increasing the mobility of students, teachers, and researchers; making free movement of students and teachers on the European continent commonplace; cooperation to guarantee the quality of education; promoting lifelong education; expansion of the European Higher Education Area; increasing the attractiveness of the European Higher Education Area; development of the European research area.

The Bologna process indicates a change in the vector of higher education from knowledge-based to activity-based. The reorientation was reflected in the idea of competencies - programming the qualities of higher school graduates as a combination of knowledge, skills, and abilities. Western experts believe that educational results expressed in the language of competencies will improve the quality of education, intensify the mobility of university graduates, and facilitate the comparability and compatibility of diplomas and qualifications.

The widespread introduction of a credit system is considered an important tool for higher education reforms. Firstly, this system should provide individual learning paths, allowing students to choose their own list academic disciplines, determine the beginning and end of the educational process. Secondly, such a system is designed to unify to a certain extent educational process in European universities.

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Popularization and development of the concept of internationalization of education for recent years contributed to the emergence large number various forms of internationalization, as well as 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 include 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 all countries of the world should follow.
2. The regional level is to manage internationalization between voluntarily united countries. An example is the Bologna process, which includes 48 countries. At this level, the interests of international states are realized and used in solving their own geopolitical problems (connections with partner countries, attracting talented youth). The main implementation mechanism at this level is 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 through the mechanisms of power. For example, creating an export concept 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 (food, medical care) and content (working with foreign students) aspects.

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

1. Internal forms, which 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 borders (internationalization of curricula and programs oriented to the world market; formation of new international quality standards for higher education)
2. External forms that involve the physical movement of students temporarily to another country (student and teaching mobility).

The Organization for Economic Co-operation 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, which involves the formation of new international standards of educational programs;
3. Integration into educational programs of the international dimension;

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

1. Import-oriented forms, which are implemented by most developing countries.
2. Export-oriented forms, which are sold mainly by English-speaking the developed countries, viewing education as a trade item for developing non-English speaking countries.
3. Import-export oriented forms, which are implemented by countries with distinct cultures and traditions.

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

1. Forms of internationalization based on activity - classic activities for the implementation of academic mobility of students and teachers for educational and research purposes, organizing international employment, transfer of knowledge and modernization of curricula.
2. Forms of internationalization based on competencies - measures to measure the added value of an international professional.
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 educational institutions to an international level.

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

- Physical mobility;
- Recognition of study results abroad;
- Virtual transfer of knowledge (media, Internet, learning platforms);
- Similarities and heterogeneity of national higher education systems.

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

- intercountry 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 of the exchange of students between universities, both for a short period and for the entire duration of study.
- Joint educational programs;
- Formation of communities of interests.

Doctor 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 existing organized patterns of student mobility and practically uncontrolled, but certainly present, spontaneous student mobility. Spontaneous mobility is characterized by a range of factors that describe student engagement strategies, such as admissions benchmarks and national differences in access to university study.
2. Mobility of educational programs, carried out through the following forms of internationalization:
- - a franchise, on the basis of which a provider from the first country allows a provider from a second country to supply its educational services, while the right to assign qualifications remains with the first country;
- - cooperation between a provider from two countries in terms of creating a program in the country where the program is received 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 you to receive a joint diploma based on the results of your studies.
3. Mobility of educational service providers:
- - Creation of branches of educational institutions in other countries;
- - Creation of independent educational institutions in other countries;
- - Acquisition of educational institutions in other countries and organization of our own educational organization based on them.

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

1. “Internal internationalization”, implying student mobility.

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 assistance of a partner university or technology (Internet). The most common option is the combined use 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 obtaining a diploma from a foreign university, short-term/long-term study as part of academic mobility (it is possible to obtain a double diploma), as well as exchange programs.
2. Academic mobility, which involves professional development and academic partnership programs, internship at a foreign university; work in a branch of your university abroad
3. Academic partnership, involving joint courses or programs with foreign university, distance international education programs, as well as franchising.
4. Opening of foreign branches.

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

1. Individual mobility, which involves 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, from simple exchange of students and teachers to complex measures(internationalization of curricula, creation of university consortia, etc.).

Having analyzed the various forms of internationalization of education, it is necessary to identify 8 functional connections of their interaction (Figure 1.1).

Fig1.1.

Each functional connection has a subject of interaction, a form and a 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 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)	Mobility of teaching staff (incoming outgoing)
	University A (program)<=>University B (program)	Joint OOP
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 on a full cycle of study
	University A (student)<=>Organization B	Student internships


Providing conditions for working in foreign organizations university graduates
	University A (PPP)<=>Organization B	Teaching staff internships
Participation in international organizations, funds, projects, competitions, grants
Publication activity in foreign publications
Providing conditions for working 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 educational quality standards. At the stage of rapid development of internationalization, it is necessary to organize the interaction of various national quality assurance and accreditation systems. Some forms of internationalization cannot currently be classified and do not participate in the accreditation system. The inconsistency of national systems and the presence of market elements that do not participate in quality assurance systems in higher education 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-competent specialists.

What stimulates the process of internationalization of education. Modern problems of science and education

Mutually beneficial cooperation

Integration in everything

Integration with features in mind

Mobility of training programs

Different levels and shapes

Bologna Declaration

Positive points

Entry problems

Use what you are strong in

What attracts students

Don't stop there

The concept of internationalization of education

Forms of cooperation

Implementation strategies

Levels of internationalization management

Management Tools

Management efficiency factors

Internal development resources

Role in the development of world processes

Internationalization as a development factor

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