Internationalization of education - what is it? An example of the internationalization of education. Internationalization of education Internationalization of higher education

Keywords

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

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

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

Internationalization of Higher Education: Major Trends, Challenges and Prospects

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

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

INTERNATIONAL EDUCATIONAL COOPERATION

INTERNATIONALIZATION OF HIGHER EDUCATION: MAIN TRENDS, PROBLEMS AND PROSPECTS

V.M. Filippov

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In-depth study of foreign languages, primarily English;

Expanding university exchanges of students and teachers;

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

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

Expanding connections and interaction with the foreign professional community;

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

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

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

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

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

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

LITERATURE

Bologna Declaration: European Higher Education Area. Joint Statement of European Ministers of Education (19 June 1999) URL: http://www.ehea.info/ Uploads/about/BOLOGNA_DECLARATION1 .pdf.

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

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

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

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

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

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

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

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

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

INTERNATIONALIZATION OF HIGHER EDUCATION: MAJOR TRENDS, CHALLENGES AND PROSPECTS

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Internationalization of education

Savina Ekaterina Sergeevna

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. The global level implies the coordination of internationalization processes by a specialized (supra-country) institution. Examples 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, the creation of a concept for the export of Russian education to increase the competitiveness of the education system in Russia.
4. The institutional level is to implement the internationalization of education by working on various aspects of the presence of foreign students at the university. For example, organizational (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 implemented mainly by English-speaking developed countries, considering education as an item of trade 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 of Pedagogical Sciences Platonova N.M. divides forms of internationalization into 3 blocks:

1. Mobility of students and teachers - an increase in the number of students/teachers studying/working abroad, both in the short and long term. In this block, Platonova draws attention to both 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 of destination of the program and the opportunity to receive credits in both countries, while the right to issue diplomas remains with the country of origin of the program;
- - an agreement on a double/joint diploma, which allows 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 their own educational organization on their basis.

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 a 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, starting with a simple exchange of students and teachers, ending with complex events (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 work in foreign organizations for 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.

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

internationalization

regionalization

higher education

the international cooperation

1. Shumeiko A.A. Mechanisms for updating higher professional and pedagogical education/A.A. Shumeiko//Amur Scientific Bulletin. Vol. 2: collection of scientific works. - Komsomolsk-on-Amur: AmSPGGU, 2009. - P. 6-12.

2. Shumeiko A.A., Bavykin V.S. The role of university science in resolving issues of personnel policy in the Far Eastern region // Materials of the International. scientific-practical conf. “Far East: science, education. XXI century" -In 2.t. T.1. -Komsomolsk-on-Amur: Komsomolsk State Publishing House. ped. University, 2003. -S. 45-59.

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

4. Knight J., de Wit H. Quality and Internationalization in Higher Education. Institutional Management in Higher Education. 1999.

5. OECD. Internationalization and Trade in Higher Education: Opportunities and Challenges. 2004.

6. Transnational Higher Education in Asia and the Pacific Region/ Ed. by F. Huang. Hiroshima: Hiroshima University. 2006. 186 p.

7. UNESCO - CEPES. Studies on Higher Education. Transnational Education and the New Economy: Delivering an Quality. Bucharest, 2001.

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

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

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

Individual mobility: mobility of students or teaching staff for educational purposes;
Mobility of educational programs and institutional mobility; formation of new international standards of educational programs;
Integration of international dimensions and educational standards into curricula;
Institutional partnerships: creating strategic educational associations.

Internationalization of higher education is the process of integrating international and intercultural aspects into the purposes and delivery of higher education, and an important factor in this process is the language in which instruction is delivered. Currently, the opportunity to obtain higher education in Russian or English is most attractive for foreign students.

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

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

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

Education should ultimately become a sociocultural institution that would be able to provide a wide variety of educational services throughout a person’s life. There is a need for a structure of the educational system and its institutions that would ensure the transition from the principle of “Education for life” to the principle of “Education for life”.

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

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

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

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

Actively developing international cooperation, Amur Humanitarian and Pedagogical State University proceeds from the fact that the goal of international activities is integration into the international educational community; intensification of scientific cooperation; expanding access to information resources and attracting additional sources of funding. The university lists the following as its main objectives for the development of international cooperation:

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

Today AMSPGU is a significant player in the international educational market of the Asia-Pacific countries. The university participates in the work of the Council of Rectors of Universities of the Far East and Siberia of Russia and the North-Eastern Provinces of the People's Republic of China. Occupying, according to the rating of the Federal portal “Russian Education”, 22-27 places in the group of pedagogical, linguistic and humanitarian universities in Russia, the university today has turned into an international educational center, in which, in addition to citizens of the Russian Federation, citizens of China, Korea, India, Bahrain, and Italy also study , Japan, Azerbaijan, Kazakhstan, Belarus and Ukraine. Today, more than 120 foreign citizens are studying in bachelor's and master's programs, and taking short-term and long-term courses. Joint educational projects are being implemented with Japan, Korea, a number of European countries, and with Chinese universities. AmSPGU actively cooperates with Harbin Normal University, Changchun University, Jilin Normal University, Jiamus University and a number of other universities. We especially highly value our good relations with the Huaqiao Institute of Foreign Languages, with which we have been jointly implementing educational programs to improve the skills of linguistic students for a number of years.

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

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

The university management is well aware that the issues of internationalization and regionalization of education are extremely important issues that require a balanced and constructive approach. We realize that only by studying advanced world experience, mutually enriching ourselves, and adopting each other’s best educational methods can we prepare specialists with international competencies and corresponding to the international status and level.

Bibliographic link

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

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, the internationalization of education is taking place, 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 education, educational technologies and management. Internationalization is considered by leading states as one of the main directions for the development of educational policy itself. And when developing it, they take into account a very wide list 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 the integration of higher education.

Mobility of training programs

There are other equally important indicators. Several forms of internationalization of modern education have been developed and are being successfully practiced, 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;
a franchise is when country providers agree on the supply of educational services, but the right to certify 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, and the 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: a reduction in the duration of training and the transition to a two-level system of higher education (bachelor/master), the abolition of the two-level structure of scientific degrees, computerization of education and the 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 the research, teaching and administrative activities of educational institutions at 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. If in a number of other countries special importance is often not attached to the schedule, training 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 a unified education system, can freely move from university to university in different countries, and 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 much 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 Southeast Asian countries are interesting for students. 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 in choosing a place to 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.