NATIONAL POLICY FOR ACADEMIC MOBILITY IN RUSSIA AND THE BRICS COUNTRIES: 20 YEARS OF THE BOLOGNA PROCESS IMPLEMENTATION

D Teplyakov,O Teplyakova

doi:10.21684/2412-2343-2017-5-1-5-26

Abstract

The article analyses the Russian Federal Education Programmes from the aspect of their impact on student and academic staff mobility. The subject of the analysis is the programmes adopted for the period 2000 to 2020 and their implementation reports. A cluster of academic mobility forms compiled by the authors is based on two groups: academic staff and students. The forms of academic staff mobility have been identified as: (1) a migration flow: outward and incoming; and (2) purpose: teaching and research. The forms of student mobility have been identified as: (1) migration flow: outward and incoming; and (2) purpose: credit mobility and degree mobility. The cluster is based on the National Reports on the Implementation of the Bologna Process by different countries from 2012 to 2015 and the Russian Federal Education Programmes. The analysis finds that academic mobility in Russia has been an indicator of the development of education programmes for almost 20 years. During this period, the government’s approach to academic mobility has undergone a change from a simple reference as an expected result to the establishing of quantitative indicators. The four quantitative indicators of academic mobility have been in place since 2000. As a result of the analysis, the authors conclude that among the forms of student mobility the most developed is the incoming degree mobility of international students. The student outward credit mobility is the least developed of the four indicators. In the current situation, it is necessary to reform and liberalise the recognition of study abroad periods for Russian students. Without reform, it will be difficult to achieve the target set by the government to have 6 percent of students studying abroad for at least one semester by 2020. The data for 2016 show that only a few higher education institutions have approached the target. The authors also identify problems relating to academic staff mobility.

Highlights

NATIONAL POLICY FOR ACADEMIC MOBILITY IN RUSSIA AND THE BRICS COUNTRIES: 20 YEARS OF THE BOLOGNA PROCESS IMPLEMENTATION
We develop a cluster of academic mobility forms based on world practice, analyse the indicators of academic mobility established by Russian policy documents and identify their implementation in Russia and their compliance with international requirements
The review presented on Russian Federal Education Programmes shows that, beginning in 2000 and continuing to 2020, student mobility is the target indicator of the programmes

Summary

International Discussion on the Forms of Academic Mobility

Recommendation No R (95) 8 of the Committee of Ministers to Member States on academic mobility gives a definition of academic mobility. The term “academic mobility” implies a period of study, teaching and/ or research in a country other than a student’s or academic staff member’s country of residence ( referred to as the “home country”). This period is of limited duration, and it is envisaged that the student or staff member return to his or her home country upon completion of the designated. Does academic mobility relate to only studying abroad, or can it be implemented in the home country as well?. Does academic mobility relate to part-time education at another institution, or does it include full training at another institution?. We consider that it is necessary to build on official international documents in the sphere of the Bologna Process and mobility, while taking into account the opinion of researchers, both Russian and foreign

Discussion about Mobility

21. South Ural State University

Findings

Academic Mobility in the BRICS Countries

Conclusion