Administrative and legal relations for the provision of administrative guardianship in the field of higher education

The emphasis has been placed on the fact that due to the competent use of the necessary tools during the development and implementation of state policy in the field of higher education it is possible to create conditions for the reproduction of educational potential of our state. Particular attention has been paid to the fact that the main purpose of higher education is the state investment in human capital in order to develop skills and professional competencies for priority areas of economic activity. The ability to use them properly will ensure innovative socio-economic and cultural development of our country taking into account current needs of human beings and society. In this regard, it is important to have a clear understanding of the place and role of state policy in the field of higher education within state education policy in general, the use of the necessary legal tools in developing effective state policy within higher education, since it directly affects the competitiveness of our state on the world stage, its socio-economic development and Ukraine’s entry into the international educational and scientific space. The author has emphasized the importance of understanding the role and significance of the state policy in the field of higher education within the system of state education policy in general, outlining the priority areas of its modernization in order to bring it into line with generally accepted European standards in this area. As a result of revealing the essence of the state education policy, the author has offered to understand the state policy in the field of higher education as a set of key ideas, priorities or goals enshrined in national legislation, when the authorized subjects implement managing impact with the assistance of certain legal tools in order to ensure the proper functioning of higher education area, acquisition of skills and professional competencies by applicants for higher education, development of their employment abilities. The purpose of the state policy in the field of higher education is to create an ideal model of higher education system and its integration into the national education system, strengthening relationship between higher education institutions and the labor market, ensuring further development of socio-economic, scientific and cultural potential of our country, strengthening the intellectual potential and the state’s competitiveness on the world stage, Ukraine’s entry into the European educational and scientific space. The tasks of the state policy in the field of higher education have been systematized. That allowed to determine its characteristic features that distinguish it from other types of state policy in general and state educational policy in particular. The factors influencing the effectiveness of the state policy in the field of higher education have been highlighted. It has been emphasized that the current stage of modernization of the state policy in higher education in Ukraine is characterized by the focus on higher education as the most important innovative component of the modern economy, as the necessary prerequisite for economic growth, cultural and intellectual development.

For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries’ participation in European educational programs became an additional incentive for their intensification.

The article examines some corruption risks that exist in the field of higher education in Kazakhstan. Currently, the identification of corruption risks in the activities of higher education institutions is one of the most effective mechanisms to prevent the occurrence of corruption in the field of education. In this regard, the anti-corruption authorities in the Republic of Kazakhstan pay special attention to this problem. The paper provides examples of ongoing activities initiated by both state bodies: the Ministry of Education and Science of the Republic of Kazakhstan, the Anti-Corruption Agency of the Republic of Kazakhstan (carried out by departments of the Anti-Corruption Service), and higher education organizations and their associations (the League of Academic Integrity), as well as public associations registered on the territory of the state, which contribute to the identification of corruption risk factors. A brief description of certain types of corruption risks in the field of higher education is given. Among them: low wages, violations in the distribution of state grants, non-compliance with the principles of academic integrity. Proposals have been developed to reduce corruption risks, as a result of which the factors of corruption risk will be minimized, which will lead to the elimination of corruption in higher education institutions. Key words: corruption risks, corruption, higher educational institutions, Sanaly urpak, academic integrity, salary, state grant, teacher, student.

In the minds of the current development of the practice of the sphere of general education and the strategic resources of the functioning of the foundations of education. Efficient management of specific resources favors the development of mortgages and increases the level of their competitiveness in the field of lighting services. Looking at the main mechanism of stimulation, it is not institutional interests, but the consumption of practitioners, as a destructive force, the development of laying the foundation for higher education. In today’s conscientious minds, the main direct motivational activity is not less than the achievement of high productivity of practice, but the activation of the creative potential of practical workers in the field of higher education. Therefore, it is necessary to appoint such a form and method of stimulation, as to be aware of the effectiveness of the promotion and support new trends in the scientific and lighting process and personnel management. The purpose of the study is research, generalization and development of theoretical and methodological approaches to the development of modern forms and methods of motivating employees in the field of higher education. Modern systems and methods of employee motivation must be combined with established principles to create a system focused on higher education. These systems should include forms and methods of motivation that are compatible with the modern world to encourage workers through short-term international projects. This should increase the number of workers with creative and educated backgrounds who stay in the industry for many years. Increasing creativity and scientific activity of employees will also make higher education systems more competitive and increase their overall quality. A necessary condition for the implementation of material forms of motivation is the availability of financial resources for their provision. The methods of direct material influence include the payment of salaries, as well as additional payments and allowances, to scientific and pedagogical workers in the field of higher education. The use of material methods will contribute to the financial support of employees and the improvement of the socio-economic situation of their families. The use of non-material methods has a psychological effect on the individual, acts as a mechanism for self-realization, scientific and creative development, implementation of developed ideas in scientific, educational and practical activities, which will contribute to the self-realization of employees in a higher educational institution. The functioning of the system of motivation of employees in the field of higher education should be comprehensive, as it combines not only the employment of a highly qualified employee for a vacant position and the signing of a long-term contract with him, but also the provision of conditions for the employee’s work so that he does not have to prematurely terminate the contract. When implementing forms and methods of work motivation, it is important to ensure a systematic process of interaction between management and employees. In addition to the external results of the applied motivation methods, which are manifested in the increase in the number and quality of scientific works, receiving honors, awards, etc., it is important to analyze the attitude of employees to the current system. It is expedient to regularly and periodically survey the employees of a higher educational institution regarding the positive and negative features of the motivation system and suggestions for its improvement. To operate effectively, higher education institutions need employees with a wide range of skills. Ensuring that these employees receive the proper care and attention from their supervisors is vital to the success of the institution. The success of these schools motivates staff to develop new ideas and improve higher education services. This creates a competitive advantage for these schools over other educational institutions. Now, motivational activity occupies a central place in our society. They activate the use of creative potential of employees and increase labor productivity. They must be defined and implemented in such a way as to meet the latest trends in higher education and personnel management..

Some implementatation tools of the state’s budget policy due to the typification of financial relations in higher education are determined in the article. The acceptability of the type of relations of the higher education institutions (paternalism, solidarity, subsidiarity) regarding the effectiveness of the state‘s financial policy is clarified. The economic responsibility of the state and higher education insrtitutions as a basic condition of subsidiary relations is revealed.Quantitative parameters of subsidiary relations of the state as a customer of educational services and higher education institution as a service provider are determined. Financial relations in the field of higher education are characterized by antagonism between the paternalism of the state and the principle of market relations. Partnership relations are based on the principles according to which market subjects are partners in achieving their goals. The hierarchy of higher education makes partnership relations impossible due to the subordination of the goals of the institutions. Solidarity as a type of relationship implies mutual responsibility and mutual assistance based on the unity of interests of the institutions. The solidarity of the state and higher education institutions is manifested in two aspects. The first one is the relationship concerning granting permission by the state to an institution for educational activities. The second aspect consists in the relationship concerning purchasing the educational services of the institution by the state. The aspects of solidarity are a reflection of the regulatory and commercial powers of the state. The mutual responsibility of the institutions of the different levels creates a subsidiary type of relationship. The establishment of subsidiary relations means the introduction of economic feasibility of providing educational services. The object of subsidiarity between the state and institutions is the minimum break-even point of demand for educational services (in the specialty of a certain level of education and form of education). A necessary condition for determining the amount is to establish the value of costs for an academic year per student who receives the service. In case of impossibility to form the minimum amount of demand the enrolment to a specialty is canceled. According to market principles, the amount of demand for specialties is of interest to HEI in the case when the tuition fee covers the cost of providing the service. Thus, the range of educational services of the institution may change annually. Solidarity-subsidiary relations regulate the obligations of the state and higher Д. М. Загірняк, О. А. Кратт, М. В. Загірняк 26 education institutions as to financing the forecasted demand for educational services. Relations among higher education institutions are the methodological basis of public funding. Solidarity-subsidiary type of relations means a combination of individual and collective responsibilities. The state simultaneously acts as a regulator and customer of educational services. The role of the regulator is to focus consumers of educational services on the needs of the labor market, and higher education institutions – on financial autonomy. The role of the customer is to share the responsibility for financing higher education with higher education institutions, which should involve other sources of funding for educational services. A conceptual approach is linked to the determination by higher education institutions of the minimum possible break-even point of the amount of services that they undertake to sell to the state as a regulator. The state as a customer undertakes to share responsibility with institutions through the purchase of part of the services subject to the sale of a minimum amount. The conceptual approach allows achieving the unity of regulatory and commercial components in the activities of the state in the field of higher education.

The article analyses the problems of functioning of higher education institutions in Ukraine and the state influence on their activities. The legal framework regulating the activities of these institutions, in particular the Law of Ukraine ‘On Higher Education’, which is key in the formation of educational policy, is considered. The author also identifies the public authorities that formulate and implement the state policy in the field of higher education, including the Ministry of Education and Science of Ukraine and the National Agency for Quality Assurance in Higher Education. Ukraine has created a regulatory framework for the functioning of the higher education system, with a number of legal acts regulating the legal, organizational and financial aspects of managing the higher education system. However, at the current stage of martial law, the regulatory framework for higher education requires a new understanding of the essence of educational services in the context of the market, globalization and European integration, and new approaches to solving problems of the functioning of the higher education sector under martial law. The analysis of the state of higher education governance has revealed a number of problems faced by the higher education system that require immediate management decisions. These include: low level of residual funding of education, destruction of educational infrastructure and relocation of educational institutions to safe regions, outflow of academic staff, students and potential applicants abroad, almost no autonomy of higher education institutions. The author outlines the directions of further search for managerial decisions at the state level in the field of higher education during the period of martial law: development of interaction between the state, business, and the public in the field of education and science; improvement of quality through the creation of new educational programmes, enhancement of the role of the practical component of training with the involvement of business enterprises; increase of the prestige of the profession of a higher education teacher by increasing the salary to a competitive level, and the possibility of participation of teachers in international internship programmes for lawyers.

ЛІЦЕНЗУВАННЯ ОСВІТНЬОЇ ДІЯЛЬНОСТІ ЯК ІНСТРУМЕНТ ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

This study was conducted with the aim of identifying the obstacles of efficiency and effectiveness of theses and dissertations in the field of higher education in solving the higher education issues and responding to the national needs, and also providing solutions to remove those obstacles. This applied research used the qualitative method of content analysis and the Delphi technique. The data collection tools were interviews and questionnaires obtained from the content analysis of the interviews. The participants were experts in the field of higher education, including academic staff members and higher education managers, and graduates of higher education fields. In the Delphi section, after completing 3 rounds, a consensus was reached regarding the obstacles, as well as the solutions for the efficiency and effectiveness of graduate theses and dissertations in the field of higher education in solving the higher education issues and responding to the national needs. SPSS software was used for data analysis. The results indicate that the existing obstacles for the effectiveness and efficiency of theses and dissertations in the fields of higher education and their solutions are divided into 6 categories. The first category is related to the student and the preparation of theses and dissertations (researcher). The second category is related to the supervisor, advisor, and referee (they are the guiding and monitoring team of the research). The third category is related to the (educational and research) department, faculty and university. In the fourth category, the obstacles and solutions related to the higher education system (extra-academic factors) and in the fifth category, there are factors outside the institution of higher education. Finally, in the sixth category there are obstacles and solutions related to dissertations and theses. Based on the results of the research, among the best solutions for the effectiveness and efficiency of the results of theses and dissertations, includes: strengthening the research capabilities of students and their ethical education, monitoring the completion of reforms requested by referees, and supervisors' and advisors' awareness to the issues and needs of higher education.

If we were to consider the developments in European co-operation in the field of higher education by looking at the number of institutions, of exchange contracts and of equivalence agreements, then there is every reason for satisfaction. In recent years, all this has multiplied at full force, and quite apart from the agreements the many and various exchanges of people, experience and information have become an everyday occurrence. No longer do we need to recall the common cultural heritage, the common root of every European university: the common interests of Europe, particularly in the field of higher education, are apparent to us all. Those who believe that there is still not enough happening, can easily be told on the contrary that the individual, however well informed he may appear, can have an only very limited insight into the many connections and links that exist between the institutions and people in Europe. So the following reflections, too, inevitably stem from one whose range of vision is restricted, and equally inevitably also from a national point of view; they are thus as subjective asif only by dint of the space available-they are unsystematic and incomplete, and they limit themselves to just a few aspects of co-operation in the field of higher education in Europe. From the regional point of view, we have here, as in all other areas regarding international co-operation, to draw the distinction between the various meanings within the concept 'Europe', the Europe of the European Community, that of the Council of Europe, that politically known as Western Europe, and the Europe of higher education tradition, a Europe in which Prague, now lying east of the political border, played such an outstanding role and has still, despite the differing political systems, maintained to a great extent the force of its influence on the higher education systems in all the Eastern Block countries. However, we must admit that the scientific links between these different 'Europes' differ greatly in intensity. 'The Europe of Universities' does not exist as such and the relations between institutions of higher education are in many ways connected to political relations or influenced by them. For it is a common destiny of all the institutions of higher education in these various 'Europes' that the institutions of higher education in all countries are more closely connected to the State than in previous centuries, when these institutions enjoyed exceptional privileges. In short: university autonomy has diminished. The

Methods. The results were obtained through the use of empirical research methods (description of the components of blogging and activities of higher educational institutions in the blogosphere), theoretical methods (analysis, synthesis, abstraction, generalization, explanation, classification of blogging in the field of education). The study covers socio-communication, system and functional approaches, content analysis, elements of SWOT analysis. Results. It is substantiated that the main parameters of an educational blog are the topic, structure and format of content, criteria for publication, dynamics of publications, rules of participation, confidentiality, protection of intellectual property. The principles on the basis of which an educational blog should be created and developed are highlighted, namely: purposefulness, informativeness, systematicity, coherence and safety. It was determined that the blog performs a number of functions, which include interpersonal communication, organization of learning, social adaptation, self-expression and creativity. It has been demonstrated that the organizational, personnel, technical, information and legal support of the blog in the field of higher education is gaining importance. It has been established that modern higher education institutions keep blogs both in the classical understanding of this phenomenon and in other forms, often calling a blog a corporate feed of news, which is provided at the level of structural units of the educational institution. To some extent, this indicates a change in these concepts, since the news feed does not support the function of comments, which is a mandatory requirement for a blog. Novelty. A conceptual scheme of the blogging components of higher educational institutions, containing an institutional, functional and effective component, is proposed. The topics of the educational blogs of the leading HEIs in Europe have been determined. Based on the research of practical education of the leading higher education institutions of Europe, it was determined that modern effective tools for the promotion of educational services and academic activity, which complement communication and assimilation of material, are also: storytelling, comics, interactive books, virtual corporate characters (mascots) of an educational brand. Practical value. The results of the study may be useful for Ukrainian HEIs promoting their brand in the market of educational services through blogging.

The continuous development of economic globalization has led to huge changes in the field of education in Russia. Unfortunately, due to the serious social problems left after the collapse of the Soviet Union, Russian society found itself in a state of serious national crisis, and the field of higher education was not spared. Russian higher education has faced a number of problems. In 2003, Russia joined the Bologna Process and began a comprehensive reform of higher education. This process has made an important contribution to ensuring the quality of European higher education, implementing the integration of European higher education and promoting research and innovation in the field of European higher education. The promotion of innovations in education, especially in the field of higher education, has become a key factor in increasing its international competitiveness.

30 TEACHING IN THE FIELD OF HIGHER EDUCATION: POLITICS OF HIGHER EDUCATION COURSES David D. Dill Assistant Professor of Education University of North Carolina— Chapel Hill There has been a rich tradition in the literature of higher education addressing academic politics. F. M. Cornford's (1949) memorable exhortation Microcosmographia Académica: Being a Guide for the Young Academic Politician, and C. P. Snow's (1951) The Masters provided early insight into the vagaries of influence at Oxbridge. During the 1960's and 70's a substantial American literature emerged addressing academic governance, or the structure and pro­ cess of decision making in institutions of higher education. Courses and wri­ tings examining the organizational politics of academic institutions are rea­ dily visible in programs of higher education. A more recent development has been courses termed "the politics of higher education" which apply a political model to higher education policy­ making at the national or state level, and explore the implications of this process for institutions of higher education. These courses generally in­ quire into a range of topics well summarized by four questions posed by Graham Allison (1971): "Who plays? What determines each player's stand? What determines each player's relative influence? How does the game combine players' stands, influence, and moves to yield governmental decisions and ac­ tions?" As indicated by the course materials collected for this article, a poli­ tical perspective such as Allison's yields the following types of topics: 1) the evolution of federal involvement in higher education; 2) the "players" and the "game" at the federal level; 3) the implications of the game for the current and evolving missions of institutions of higher education; and 4) current public policy issues relating to higher education (e .g . , affirma­ tive action, etc.). Several courses included special emphasis on state-level politics (i.e . , legislation, planning, and control), or included organiza­ tional governance as a part of the overall presentation of politics in higher education. Representative resources for these courses include Bailey (1975), Carnegie Council (1975), Gladieux and Wolanin (1976), and Millett (1974). There is substantial variation among these courses in the organization of these resources and topics, and on modes of teaching. Therefore, individual courses will be reviewed briefly below. Van de Graaff (Calgary) approaches the politics of higher education as a comparative study with emphasis on North American and Western European na­ tions. Topics include alternative policies toward the role (mission) of higher education in society, the role of government and politics in the his­ torical development of national university systems, and a comparison of these systems. A substantial component of the course addresses the "government of higher education" from the academic department to the national level, as well as the way in which the influence of groups has varied from level to level and evolved over time. Van de Graaff (1978) is the principal resource for this section. Caldwell (N. C. State) offers a seminar on "The Politics and Organiza­ tion of Higher Education" which includes a heavy early emphasis on writings in political science. These include an understanding of the Constitution of the United States as well as basic political concepts sufficient to define the American polity, the nature of political behavior in America, the organi­ zation of political force and pressure groups— cf. Key (1964), and basic ide­ ological forces in American society. Following this introduction, an over­ view of the university, land grant institutions, and the American academic system is provided. Particular emphasis is then placed on state government and higher education, the politics of coordination, planning, and control, and the Federal involvement in higher education. Several policy issues are then addressed: costs/benefits and who should pay, black colleges, and the 31 women's movement. Members of the seminar are regularly assigned to report on a relevant current news item from The Chronicle of Higher Education. Mitau (Minnesota) offers "the Policy, Politics and Governance of Higher Education." The course opens with a presentation of the alternations in pub­ lic and governmental perceptions of educational roles and missions as illus­ trated by comparisons across selected periods (e .g ■ , 1955, 1965, 1975, 1985), followed by an analysis of the means by which the...

The purpose of the study is to analyze the features of international public-private partnerships in the field of higher education and, based on their careful study, to propose appropriate areas for improving domestic legislation. Multinational companies, high population mobility, and the problem of refugees' professional realization contribute to the constant search for interstate cooperation on education. In such conditions, quality education, increasing the competitiveness of higher education at the international level, development of innovations in the field of education and science in Ukraine, constructive cooperation and effective interaction of participants in the educational process are the requirements of our time to achieve a high level of efficiency of educational activities through innovation. The complex of these aspects determines the relevance of the topic. Such methods as analysis, synthesis, deduction, induction, and the logical and legal method were used in the article. The author's definition of the concept of "international public-private partnership in the field of higher education" was proposed within the framework of the study. The key features of this scientific category were highlighted. The key problems that prevent the normal functioning of international public-private partnership in the field of higher education were outlined, on the basis of which the author's vision of ways to solve the last problems was proposed. The study presents the author's approach to a comprehensive understanding of the features of international public-private partnership in the field of higher education and the ways of its improvement at the level of domestic legislation, which can be used in the course of further comprehension of the issues under study.

The article examines the main problems of current Russian-Chinese relations in the field of cultural exchanges and higher education in Russia and China. The goal of the research is to identify the historical origins of the formation of cooperation between the two countries in the field of higher education, the possibilities of developing the system of intercultural communications in the education sector of Russia and China in modern conditions. The research methodology includes an analysis of cultural, historical, regional and social components. The main directions of merging the cultural areas of these countries have been compared. The cooperation between the Russian Federation and the People's Republic of China at the present stage and the prospects for its development in the field of education have been studied in detail. Close attention is aimed at improving the educational process and the development of intercultural relations. This cooperation has been considered on the example of several universities in Russia and China. The experience of organizing partnerships between universities has been studied through the prism of modern Russian educational practice. Further development prospects have been highlighted, taking into account their needs. As a result of the research, the author has concluded that, despite the constant changes in the modern geopolitical situation in the world, the relations between the countries remain stably diplomatic. It has been noted that the main priority of the Russian foreign policy towards China is the development of diplomacy and mutual communication between the two bordering states; options for solving the tasks set, linking them with Russia's change in its foreign policy course and directing it towards cooperation with China, the leader of East Asian countries have been proposed. These conclusions determine the desire of modern society to achieve mutual understanding in the field of intercultural communications between Russia and China.