Within the framework of the Erasmus + program, academic mobility programs are being implemented with universities in Europe:
- Friedrich Schiller University in Jena (Germany),
- Universitat Politecnica de Barcelona (Spain),
- Radboud University Nijmegen (the Netherlands),
- University of Glasgow (the UK),
- University of Granada (Spain),
- University of Duisburg-Essen (Germany),
- University of Poitiers (France),
- University of Siena (Italy),
- Slovak University of Agriculture in Nitra (Slovakia),
- Jagiellonian University (Poland),
- University of Genova (Italy),
- Ecole Nationale d'Ingenieurs (ENISE),
- France (France).
3. Academic mobility programs within the framework of interstate agreements through the Ministry of Education and Science of the Russian Federation
These programs, mainly funded by grants from educational authorities in other countries, can be implemented both in the format of academic mobility programs and programs for obtaining a diploma from another university.
4. Academic mobility programs under the USCO
Programs implemented within the network university of the Shanghai Cooperation Organization with SCO universities. Today, SUSU cooperates within the framework of the SCO with the universities of Kazakhstan, Tajikistan, and Kyrgyzstan.
Why participate in academic mobility programs?
Academic mobility programs are an opportunity to:
- Immerse yourself in a new culture and get to know the new education system.
- Improve your resume and, accordingly, have more opportunities to find a better job.
- Find new friends.
- Get a sense of self-confidence when dealing with foreigners so much in today's global society.
Student selection criteria:
- Good academic performance (the specific GPA required varies by program).
- Full-time full-time study and at least the second year of study.
How to apply for participation in academic mobility programs
STEP 1
Students wishing to study for one semester in another country under academic mobility programs should contact the office of the SUSU Center for International Educational Programs in person (room 161, East Wing of the State University of Management) or by e-mail (or ) The SUSU Center for International Educational Programs is engaged in the first stage of selection students for programs and submits the list of candidates from SUSU to the partner university. The final decision on the participation of a student in the program is made by the partner university, but we are here to help you with the paperwork and selection of the program.
We also deal with matching curricula and provide the necessary information to the directors of the Institutes to help them evaluate the possibility of transferring specific courses under the academic mobility program. All courses that a student will take at a partner university must be approved by the Director of the respective Institute prior to the student's departure.
STEP 2
When the host university confirms your participation in the program (sent a letter of invitation), you can apply for a visa. Please contact the Embassy or Consulate General to clarify the list of required documents and the deadlines for their submission.
STEP 3
Do not forget that all students participating in academic mobility programs must have health insurance. If you are traveling to China, it is very important to remember that the Chinese Ministry of Education requires all international students to purchase health insurance in China. You can also purchase a health insurance certificate offered by a Russian insurance company, but this certificate will not be a substitute for Chinese health insurance.
STEP 4
Buying tickets and preparing for a flight to another country.
academic mobility as one of the areas of international cooperation in the field of education is the exchange of students and teaching staff Republic of Belarus and a foreign state for the purpose of training, advanced training, improvement pedagogical activity. At the same time, such an exchange is carried out, as a rule, on a parity basis and is temporary. Participants of academic exchanges after completing their studies or internships return to their university and continue their studies or professional activities there (the definition of the concept of "academic mobility" and a description of the forms of its implementation are given in the Education Code of the Republic of Belarus).
It is important to note that sometimes academic mobility is also understood as studying at a foreign university in order to obtain a diploma. This is not entirely true. Academic exchange is based on the idea of internationalization of education, when an international component is included in the learning process. Each country has its own academic traditions and by visiting a foreign university, a person gets the opportunity to supplement his competence with something special, which is not available in his country, in his university. At the same time, obtaining additional international competencies is included in the learning trajectory at home.
In the specialized literature devoted to the issues of international education, it is also customary to consider going abroad to study in order to obtain a diploma outside the concept of academic mobility. This concept is precisely understood as a temporary stay in a foreign university with a subsequent return to one's own country. For this, a special term "study-related experiences abroad / foreign study-related experiences" is used - "foreign educational experience".
Participants of academic mobility in universities are students, undergraduates, graduate students, as well as teachers, researchers and administrative staff. However, the goals and duration of academic visits abroad differ significantly for different categories.
So students of the 1st and 2nd stages of higher education go abroad to study for 1-2 semesters. A shorter period of stay at a foreign university is also possible in order to passintensive courses or trainings, however, as a rule, it should be at least 3 months. Education at a foreign university is carried out on the basis of an individual plan agreed with the sending and receiving universities. As a result of the study, the student is issued an academic certificate, which he submits to his dean's office upon his return to receive recognition of the results of studying abroad.
Along with training in the specialty, the goal of academic mobility of students and undergraduates can also be passage industrial practice
. It is important to note that the Yerevan Communiqué of the Ministers of Education of the countries of the European Higher Education Area (EHEA) (2015) separately emphasizes the importance of developing academic mobility specifically for internships abroad.
Today, this type of academic mobility is considered as the most promising, as it provides an opportunity to acquire the necessary professional competencies at the international level.
For graduate students, participation in academic exchanges is somewhat different: along with attending advanced special courses, they also carry out research activities, collect materials on the topic of their dissertation research in libraries or archives, conduct experiments in laboratories, participate in scientific conferences, attend individual consultations of their scientific leader. The terms of study abroad for graduate students, as a rule, range from 6 to 12 months.
A separate category of participants in academic mobility are university employees: scientists, teachers, administrative staff. Content academic visit
in this case, it can include both elements of scientific and educational activities and teaching. For example, scientists, along with conducting scientific research or attending master classes and trainings, they can also give lectures, advise students or graduate students.
The duration of visits to foreign universities is different: administrative or pedagogical visits, as a rule, are of a short-term nature, from 1.5 weeks to 1 month; scientists go abroad for a longer period, from 6 to 12 months. It should be noted that in the national education system asgeneralizing the name of the scientific and educational visit abroad of a university employee, the term "internship" can be used.
Like any institutional activity, academic mobility is based on a number of rules and procedures. The organizational mechanism for the implementation of academic mobility can be prescribed in an international agreement concluded between two (sometimes more) universities, an international program that finances exchanges, or in an international project document, the purpose of which is to organize academic exchanges.
Still think that studying abroad is a dream come true?
This is far from the case, you just have to tighten your GPA, knowledge of English, and now you are a student of a foreign university, who gnaws at the foreign granite of science.
What else is required to get into the ranks of those lucky ones who are studying abroad? Read the information below carefully and contact the department of international academic mobility (3245).
To take part in various international educational programs, as a rule, senior undergraduate students, as well as masters with good academic performance, with knowledge foreign language who seek to expand their professional knowledge, gain experience not only in obtaining education according to international criteria, but also in communicating with students from different countries.
Training is conducted either in English or in the language of the host country. The duration of study depends on the chosen program and can be from one to two semesters.
FIRST Scholarship Program
To the country of a thousand lakes for knowledge and experience
The aim of the Finnish-Russian student exchange program ( Finnish-Russian Student Exchange Program - FIRST) is the development of student and faculty exchanges. Student Exchange Program FIRST is based on network cooperation between Finnish and Russian (North-Western region) higher education institutions, which is based on bilateral student exchange in agreed specialties.
The following Finnish universities participate in this program:
- Aalto University (Helsinki)
- Savonia University of Applied Sciences
Terms of participation in the FIRST program
Students- bachelors last year
learning and students masters.
Average score not less 4.3
IN 2 (Upper Intermediate)
No. For this program
As part of the FIRST program, a student is paid a scholarship in the amount of 560 euros per month
Scholarship programs within the Erasmus+ project
Erasmus+ program - new program European Union aimed at supporting cooperation in the field of education, vocational training, youth and sports for the period from 2014 to 2020.
The following universities participate in this program:
- University. Leibniz, Hannover (Germany);
- Zeeland Institute of Business and Technology (Denmark);
- University of Piraeus (Greece)
Terms of participation in Erasmus+ project programs
Who can participate in this program?
Students- last year bachelors learning and students masters.
Average score not less 4.5
Proficiency in English at least IN 2 (Upper Intermediate)
Do I need a certificate confirming the level of English proficiency (IELTS, TOEFL)?
No. For this program Exams and certificates are not required. If there is any doubt about the sufficient level of language proficiency, the student will need to pass a test, which is conducted by the head of the international academic mobility department, Maria Alekseevna Kiseleva.
The Erasmus+ project grant covers the following expenses for Russian participants:
- flight payment;
- payment of a monthly scholarship for undergraduate and graduate students in the amount of 800 euros per month.
Scholarship programs "Two diplomas"
Two languages, two countries, two diplomas
This program involves studying at a partner university with the subsequent receipt of two diplomas - a diploma from St. Petersburg Electrotechnical University "LETI" and a diploma from a partner university.
The Double Degree Program is:
- study for one year in one of the leading technical universities;
- diploma of an international specialist;
- internship at a foreign enterprise;
- experience with native speakers.
Program with the Technical University of Ilmenau (Russian-German Faculty of Engineering ETU-TU Ilmenau)
The Russian-German Faculty of Engineering ETU-TU Ilmenau (RUGEFAK) was established in the summer of 2012 as a result of the signing of a cooperation agreement between St. Petersburg Electrotechnical University "LETI" and the Technical University of Ilmenau. The faculty organizes and coordinates the joint work of these universities in the preparation of masters from among the students of partner universities. Training at RUGEFAK implies included training in Technical University Ilmenau for one or two semesters, during which the student is paid a scholarship. RUGEFAK graduates receive two diplomas: from St. Petersburg Electrotechnical University "LETI" and from the Technical University of Ilmenau.
Areas of study (in German):
- Engineering informatics
- Informatics
- Electrical and Information Technology
Conditions for participation in the program "Two Diplomas" with the Technical University of Ilmenau
Students- masters. Education in the first year of the master's program takes place at St. Petersburg Electrotechnical University "LETI", the second year of the master's program the student studies at a partner university.
What are the requirements for students?
Average score not less 4.5
Knowledge German and English languages at least IN 2 (Upper Intermediate)
Do I need to take an exam to confirm my German/English language proficiency?
For the "Two Degrees" program with the Technical University of Ilmenau German exam required on the basis of St. Petersburg Electrotechnical University "LETI". Upon successful completion of the exam, the student is invited to an interview with a representative of the host university. The interview is conducted in German and English.
What are the financial terms of this program?
Within the framework of the program, the student is paid a scholarship in the amount of 700 euros per month, of which the student pays for hostel and personal expenses. The host university does not charge tuition fees.
Programs that do not provide scholarships
Within the framework of this program, the student does not pay tuition at the host university, however, all personal expenses are paid by himself. The program does not cover any student costs from the host university.
Universities participating in this program:
- Institute of Technology Deggendorf (Germany);
- Furtwangen University (Germany);
- Institute of Science and Technology, Pohang - POSTECH (South Korea);
- Inha University (South Korea);
- Kukmin University (South Korea);
- University. Sejong (South Korea);
- University of Monterrey "UDEM" (Mexico);
- Higher School of Electronics and Electrical Engineers, Amiens (France);
- Telecom Paristech (France);
- Technical University of Compiegne (France);
Conditions for participation in non-scholarship programs
Who can participate in this program?
Students- last year bachelors learning and students masters.
What are the requirements for students?
Average score not less 4.5
Knowledge English language at least IN 2 (Upper Intermediate)
Do I need a certificate confirming the level of foreign language proficiency (IELTS, TOEFL)?
Usually, universities require certificates, confirming the level of knowledge of a foreign language.
Summer/winter schools
Is a semester abroad too long and tiring? There is a way out! Come out in the summer!
Do you have other plans for the summer, but you don't know what to do after the winter session? Go to winter school!
The Summer/Winter School is a short educational program lasting from two to eight weeks, at the end of which a certificate is issued.
Summer / winter schools are not only classes, but also:
- communication with other students;
- sightseeing tours around the city and its environs;
- acquaintance with the culture and traditions of another country.
Summer school German language at the Technical University of Ilmenau (Germany)
In the German summer school, students have the opportunity to improve their knowledge of the German language in intensive courses, as well as take part in various cultural events. The working language of the school is German.
Conditions for participation in the summer school of the German language at the Technical University of Ilmenau
Who can participate in this program?
Students planning to study at this university as part of the "Two Degrees" program
What are the requirements for students?
Average score not less 4.5
What are the financial terms of this program?
The host party covers the following expenses for Russian participants:
- hostel payment;
- round-trip flight (partially);
- payment for summer courses;
- residence.
Summer school at Harbin Polytechnic University (China)
This program offers various courses Chinese for beginners, courses on Chinese culture and economy, and courses on intercultural communication. The working language of the school is English.
Terms of participation in the summer school of Harbin Polytechnic University (China)
Who can participate in this program?
What are the requirements for students?
Average score not less 4.5
Knowledge English language at least IN 2 (Upper Intermediate)
Do I need a certificate confirming the level of foreign language proficiency?
No. It is not required for this program.
What are the financial terms of this program?
Summer/Winter School in KOREATECH (South Korea)
A rich educational and cultural program for foreign students. The program involves a three-week course aimed at studying technical disciplines and an intensive course Korean language. The working language of the school is English.
Students are also given the opportunity to take part in various activities such as taekwondo (a traditional Korean martial art) and Korean calligraphy lessons.
Terms of participation in the summer/winter school KOREATECH (South Korea)
Who can participate in this program?
Students who completed 3 semesters at the university
What are the requirements for students?
Average score not less 4.5
Knowledge English language at least IN 2 (Upper Intermediate)
Do I need a certificate confirming the level of foreign language proficiency?
No. It is not required for this program.
What are the financial terms of this program?
The host party assumes all financial expenses for the duration of the student's participation in the summer school. The student pays for the round-trip airfare.
Summer school at Inha University (South Korea)
This short-term, intensive program mainly consists of lecture courses as well as trips to cultural and historical sites. International students will be able to better understand the main aspects of Korean society in the past, present and future.
One of the most important and attractive aspects of this program is that learning is not limited to classes. Many places are "living textbooks" for international students who are eager to learn more about both traditional and modern Korean culture. In addition, summer school participants will have many opportunities to meet and interact with Korean students. At the end of the program, participants will receive academic credits and certificates.
Terms of participation in the summer school of Inha University (South Korea)
Who can participate in this program?
Students who completed 3 semesters at the university
What are the requirements for students?
Knowledge English language at least IN 2 (Upper Intermediate)
Do I need a certificate confirming the level of foreign language proficiency?
No. It is not required for this program.
What are the financial terms of this program?
The cost of participation is $ 1200, also the student pays for the round-trip flight.
Summer school in National Changhua University of Education ( Taiwan )
A rich educational and cultural program for foreign students. Chinese language and calligraphy lessons, culinary workshops, trips to various cities - all this and much more awaits everyone on the beautiful island!
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SendAcademic mobility is the movement of someone related to education for a specified period (usually from a semester to a year) to another educational institution (in their own country or abroad) for study, teaching or research, after which the student, teacher or researcher returns to its main educational institution. This concept is not related to emigration or a long period of study (work) abroad,” such a definition of academic mobility was given in the recommendations of the Committee of Ministers of the Council of Europe in 1996.
Academic mobility of students, teachers and administrative staff of universities within the framework of the Bologna process is given great importance. The position on the importance of mobility is always present in the Bologna documents. The Magna Carta of the Universities states: "As in the distant early years of their history, universities encourage the mobility of faculty and students." This attitude was developed in the Joint Declaration of the four Ministers of Education (Sorbonne, 1998): “The open European area of higher education brings innumerable prospects, undoubtedly respecting our diversity, but requiring, on the other hand, constant efforts to remove obstacles. and creating conditions for learning and learning that will enhance mobility and strengthen cooperation.” It also notes that “both at the first level of higher education and at the second, students should be encouraged to spend at least one semester at universities outside their own country. At the same time, more and more teachers and researchers should work in European countries ah, besides my own.” Finally, the Bologna Declaration formulates the objectives in this area as follows: “To promote mobility by overcoming obstacles, the effective exercise of freedom of movement, paying particular attention to:
- for students, access to educational institutions and related services;
- for teachers, researchers and administrative staff - recognition and confirmation of periods spent in European countries for the purposes of scientific research, teaching and retraining, without violating their status and legal rights.
The Berlin Communiqué (2003) generally calls "the mobility of students, academic and administrative staff the basis for the creation of a European Higher Education Area". The main goal of mobility is to give the student the opportunity to receive a versatile "European" education in the chosen field of study, to provide him with access to recognized knowledge centers, where the leading scientific schools, expand the student's knowledge in all areas of European culture, instill in him a sense of a European citizen. The Prague Communiqué of the Ministers of Education (2001) notes that mobility will enable its participants to “take advantage of the riches of the European Higher Education Area, including democratic values, diversity of cultures and languages, diversity of higher education systems”.
"Academic mobility" differs from traditional foreign internships primarily in that, firstly, students go to study abroad, albeit for limited, but long periods - from a semester to school year, and, secondly, during such internships they study fully, not only study the language and introductory individual disciplines, but take a full semester or one-year course, which is credited to them upon returning to the base university. We propose to call the “basic university” the university where the student entered and whose diploma he initially wanted to receive. In the Bologna process, two types of academic mobility are distinguished: "vertical" and "horizontal". Vertical mobility means full study of a student for a degree at a foreign university, horizontal mobility means studying there for a limited period (semester, academic year). An important note: since the Address of the European Rectors in Salamanca (2001), the Bologna documents emphasize that “virtual mobility is not a substitute for physical mobility”.
The main concern regarding mobility usually boils down to the fact that a free student will travel around Europe in search of any university where they are ready to accept him for a semester or for a year, receive the required number of academic credits from this or similar universities and require the base university to count them in accordance with the Bologna documents in order to receive your diploma. In one of the reports at the international scientific conference on the Bologna Process in Moscow (Russia in the Bologna Process, 2004), it was noted that groups of students were noticed who are deliberately looking for those European universities where foreign students are willingly accepted and academic loans are received most easily. However, now the European practice of mobility has introduced the ECTS Learning Agreement as an official document, in which there is a section for filling in by the sending university with the following wording: “We confirm that the proposed training program has been approved.” This agreement is signed by the faculty coordinator of the sending university and the student himself.
The Bologna documents do not contain restrictions on the number of student trips under mobility programs, however, as part of the implementation of such important provisions of the Bologna Declaration as the autonomy of the university and quality control of education, the university, in our opinion, has the right to strictly control such trips. First, even for reasons of common sense, you can not count credits received not in the specialty studied: an engineer cannot claim to offset credits, say, in medicine. Secondly, the disciplines studied during the implementation of mobility programs must correspond to the year of study (course) and the scientific and theoretical level of study of each specific discipline at the base university. Thirdly, one way or another, the disciplines studied at a foreign university must, at this stage in the development of Russian higher education, comply with the requirements of the State educational standard higher vocational education. The base university has the right to limit the number of mobility trips for a particular student if these trips do not ensure the student's full mastery of the study program. If the student insists and, having received the consent of the host university, leaves to study at the educational institution that he chose against the recommendations of the faculty coordinator for the Bologna process and the dean of the faculty of the sending university, this university has the right not to count the credits accrued for him to receive his diploma, which, as at least, it will lengthen the period of his studies due to the need to obtain those loans that are mandatory under the program. The European practice of organizing student mobility shows that this process, despite all the efforts in general, has not taken on a large scale. In October 2002, the sending of the millionth "mobile" student abroad under the Erasmus programs was celebrated, however, given that so many students were sent in 14 years (slightly more than 70 thousand students a year), and over 10 million students study in Europe annually students, this number is small. There is an obvious imbalance between the regions in the exchange of students: the flows of “mobile” students from the north of Europe to Western Europe and from Eastern Europe to the same place with an almost complete absence of reverse flows. In Russian conditions, one can hardly expect a large number of student trips under mobility programs, especially at the first level of higher education - at the undergraduate level.
Additional difficulties will be faced by those students who study at the department military training. It can be assumed that in the near future the majority of mobility internships will take place at the master's level. An important issue is the language of academic mobility. The Bologna Declaration is sensitive to the preservation of the languages and cultures of the continent, but the need for a common language of European education puts the English language in this role. Education is most often carried out in English, but it is constantly emphasized that the student is encouraged to learn the language of the host country, for which the host university is called upon to organize intensive language courses. In some cases, universities are even ready to charge academic loans to visiting students for this. In the case of a one-year internship, it is recommended that universities teach foreign students in English for the first semester and in the language of the host country for the second semester, but this is likely to be acceptable only for exact sciences and engineering education, and even then in the case of related languages. In general, a student must arrive at a foreign university for an internship under mobility programs, fluent in either English or the language of the host country. This raises the question of organizing an in-depth study of the English language in all Russian universities, not only language or humanities. The problems of the practical organization of mobility are clearly different in relation to their own students who go to a foreign university, and in relation to foreign students arriving to study. Theoretically, a student can himself look for a university that will be ready to accept him for a semester or for a year. It should be understood that the decision to accept a student for an internship will be made by a foreign university based on many considerations, among which the basic level of training of the incoming student, his knowledge of a foreign language, the availability of sufficient auditor fund and places in hostels or in the rental housing sector. In the case of individual actions, the student, having received the consent of the host university, will have to notify the faculty and departmental coordinators of the Bologna process of the base university, first of all, so that they can determine how much the disciplines offered to him for studying correlate with the curriculum of the faculty for the same period of study . If the "Bologna" coordinators and the dean's office do not find a sufficient number of correspondences between the curricula of universities, the question of the inexpediency of this trip will arise. For the above reasons, it is obviously more correct to organize mobility at the level of universities or departments with those foreign universities with which the base university has already established partnerships. In this case, you do not have to separately study the curricula of the university where the student is going; offsetting loans can be pre-negotiated by long-term agreements.
If a student travels abroad under a mobility program with the consent of the host institution, the credits received by him, as a rule, must be counted in full without any repayment. There are cases when a foreign partner university incorrectly interprets the main parameters of the Bologna Process, for example, accrues a number of credits other than 30 and 60 for an internship, offers fractional credits for courses of individual disciplines, etc. If negotiations on these issues do not give a positive result, the host institution will be forced to adjust the policy of the partner institution in relation to its curriculum. A number of restrictions also apply to students who have expressed a desire to study under mobility programs at a Russian university. Based on the capacity of the classrooms, the number of academic groups and the availability of dormitories or housing in the private sector, it is necessary to determine in advance approximate quotas for admission; within these quotas, testing of candidates in the courses preceding the study of each discipline, as well as in a foreign or Russian language, should be provided. It is necessary to give the candidate for an internship the fullest possible information about the conditions of his stay in Russia, including the widest range of issues, for example, the weather during the stay in the country or the cost of medical care.
The content of the standard information package has been developed by European universities in sufficient detail and can be easily found on the websites of partner universities. If the candidate is ready to study in Russian, we can talk about included education, i.e. he will attend classes with Russian students; if a student enrolls in an English-language course offered by a university, the final decision on his invitation will obviously be made after the formation of a group of sufficient size with an appropriate level of training. When organizing training in English or other foreign languages, it should be understood that lectures and practical classes should be in these languages and with a sufficient amount of relevant educational literature. Tests and exams must also be taken in foreign languages. It is important to remember that, as a rule, foreign students are more wiser with life experience, for this reason they are more motivated and quite clearly understand why they came to Russia and to a particular university. For foreign students studying in English, intensive Russian language courses will have to be organized to at least ensure their "linguistic survival" in Russia. It is also advisable to offer “mobile” students the maximum possible number of elective courses.
To date, European universities in those countries where higher education paid, they charge foreign students a fee, and sometimes even higher compared to local students. In the UK, this practice has been elevated to the rank of education policy: tuition fees from foreign students allow reducing tuition fees for citizens of the United Kingdom. Meanwhile, the Association of National Unions of Students in Europe (37 European countries, 11 million students) "strongly opposes any tuition fees." When speaking of free mobility in those countries where higher education is publicly funded, what is meant is only the absence of tuition fees; in any case, the student himself will have to pay for travel, accommodation, food, medical care and other social expenses, unless the sponsor, the host university or the state does this for him, which can be a significant amount. For the period of mobility, the student should retain the scholarship and other social payments due to him at the base university, but, given the meager size of such benefits in the universities of the Russian Federation by European standards, it can hardly be expected that they will help our “mobile” student solve his financial problems .
The documents of the Bologna process constantly call on European universities to initiate financial assistance programs for low-income students in order to support their European academic mobility, but one cannot be overly optimistic about the success of such calls in Russian conditions.
Realizing the benefits that the development of mobility brings to the growth of the competitiveness of universities, the country and the entire European education, the development of a single labor market and the competitiveness of the European economy as a whole, governments and European organizations began to support the development of academic mobility with new energy, seeing it as an instrument, and one of the objectives of the Bologna process. The Action Plan for the Development of Mobility in European Universities was developed and supported by the Council of Europe in 2000 (Nice).
The plan proceeded from the recognition of the fact that the creation of a European knowledge area is one of the main priorities for the development of Europe. A free, without obstacles mobility of all participants educational process- students, teachers, researchers, administrators - should become the basis for this, being one of the main conditions for increasing the competitiveness and attractiveness of education in European universities.
The plan had three main goals:
- define more precisely the concept of mobility and make it more democratic;
- develop appropriate forms of funding for university mobility;
- expand academic mobility and improve conditions for it.
- A set of measures related to the creation of conditions for the expansion of mobility:
training university administrators and teachers for the role of organizers of the mobility process, organizing exchanges between them within the framework of European programs to establish closer interaction;
development of multilingualism, including the study of relevant foreign languages even before the period of mobility; best practice in terms of language training, long-term retraining of foreign language teachers; development of common indicators for assessing the language training of students and teachers; a radical improvement in the language training of students in general;
facilitating access to information on mobility, including the creation of special websites about the main European resources and mobility programs, the introduction of special forums (chat-rooms) in educational institutions for mobility organizers, students, teachers, etc., to discuss and exchange information. Creation of a database on all bilateral and multilateral forms of mobility programs in Europe. Creation of comparable statistics on mobility.
A group of measures aimed at creating a scheme for sustainable financing of mobility, based on the coordination and greater diversity of the system of various financial sources (European Community, governments, local authorities, public and private sector), including finding new sources and forms of financing (loans with favorable conditions, social funds, etc.).
expanding the number of participants in mobility and its forms, in particular, the opening of summer universities for students and academic staff, the dissemination of training programs on the Internet, support for partnerships between universities regarding the provision of mobility;
improvement and unification of reception conditions for all groups of mobility participants, including the provision of relevant information in the "on-line" mode;
harmonization and simplification of the academic mobility calendar based on accurate and complete information about the activities of each university and the feasible synchronization of the university schedule, including the study of the possibilities of dividing the academic year into semesters with an appropriate set of students;
ensuring the necessary appropriate status for people involved in mobility, including measures such as official confirmation by the relevant structures of the thesis that mobility is a necessary component in student education, as well as in the professional activities and retraining of the scientific and pedagogical staff of the university, up to exploring the possibility of inclusion the latter to the scientific and teaching staff of the university for the period of mobility.
It draws attention to the fact that the plan approved by the Council of Europe provides not only for the actions of individual universities, but to a greater extent, starting from the generalization of the successful activities of the latter and understanding the role and importance of mobility as an educational resource, it involves the involvement of a wide range of community external to universities: the European Commission , Member States, national agencies for the implementation of European mobility programs (Socrates, Leonardo de Youth and others). It is noteworthy that the action plan does not rely on only one source of funding, but offers a diversified funding scheme from different sources, in which the leading European academic mobility programs are embedded.
The most important is the logic of building a plan, which to a certain extent (taking into account the experience of its implementation and Russian specifics) can be used both for Russian conditions in general and for individual universities, in particular, to create partnerships with European universities in order to implement mobility and academic collaboration. The planned action plan for the development of academic mobility does not affect the content of educational programs and proceeds from the comparability of the scientific and educational process, its content, teaching technologies and assessing students' knowledge at universities in European countries. The spread of European exchange programs (for example, such as Erasmus) and the impact of this plan on the Russian educational space inevitably raises the question of the degree of comparability of the scientific and educational process in general (curricula, teaching technologies and knowledge assessment, integration of the research process into the educational process, procedures for recognizing learning outcomes). at European universities at your university, etc.). The leaders of the relevant educational structures of a number of Eastern European countries that have already joined the Bologna process noted the importance of achieving a greater degree of comparability of the educational process between universities during the first steps of cooperation with European universities. The latter is also relevant for Russian universities, although to a different extent for different subject areas of education: engineering, natural sciences, humanities, business education. The credit system, which is used in the European educational area, does not make the process of education itself comparable in terms of content and technologies of teaching and assessing knowledge. On the contrary, her effective use(to determine and measure the volume of training) is possible only in conditions where all the main elements of the educational process are consistent and compared.
A study of country reports on the implementation of the goals of the Bologna process shows a variety of practical actions to promote mobility. They also indicate that the implementation of the planned plan to strengthen the role of academic mobility in European education is progressing successfully, although not without problems. The result in the future will inevitably be greater attractiveness and competitiveness of European education.