Russian strategic documents highlight the significance of international cooperation for Russian education and science development. The effectiveness of such cooperation is determined by country's activities and resources that correspond to priorities and possess sufficient potential for achieving purposes. The presented article explores the agreements Russia with other countries and instruments of the international cooperation in the field of Education and Science. The author of the paper examines how bilateral and multilateral international agreements (including documents of international organizations and associations) and instruments contribute to the achievement of strategic objectives such as the improvement of research and education quality, the development of Russian education export. The author uses the database of international agreements formed in July 2013 in the framework of joint project of the International Organizations Research Institute and the National Training Foundation. The results of the analyses show that international agreements in the field of science and education do not fully comply with the country's priorities. In addition, a number of key areas of cooperation need to provide the tools for the development of partnership. It is necessary to create coordination mechanism (national strategy of international cooperation in the field of science and education), which will contribute to the harmonization of goals and actions of the country's international cooperation.
In the chapter concerning inbreeding in Russian universities the authors draw data from several sources (studies of higher educational sector in Russia and statistics from the Ministry of education and science and Russian Statistical Agency) to estimate consequences of inbreeding on micro and macro levels.
The article examines structural conditions which determine the direction of the international student flows. The influence of the two factors is widely recognized in the current discussion on international student mobility. The first one is economic factor which influence individual decision of a student or her/his family to migrate to more prosperous country (pull-push argument). The second is derived from world system theory: students from world periphery seek better education and go to the core countries specializing in information and high-technology production (including education). The article offers a third one - institutional and historical - perspective on international student migration. The structural connections between sending and receiving countries which support student migration are discussed. Methods of network analysis are used to examine UNESCO and Russian State Service statistics and show deep and stable canals of student migration. The results suggest that the deep migration canal direct international students from a former colony to its former imperial centre. Case-study of student migration from Kazakhstan to Russia is employed to describe the organization of international student flow on micro- and meso-level.
The article analyzes the current state of the world market of educational services in the field of higher education. The features of the market of educational services in the field of higher education and trends of its development are shown in the study. Authors analyze changes of the major indicators that reflect the general trends of educational services export in the leading exporting countries. Authors emphasize that higher education in the XXI century is one of the areas that can attract direct investments.
The report was prepared by Russian International Affairs Council (RIAC) within the project “Russian-Chinese Relations Development” on the basis of research including specific experience of few Russian largest universities. The authors developed a set of concrete recommendations aimed at consolidating Russia`s position in the Chinese education market as well as in the Asia-Pacific region as a whole, and strengthening Russia`s innovation potential through extension of reciprocal bilateral scientific and educational cooperation.
This paper describes the inclusion of Russia in the Bologna process. In addition to the literature review, description of events and their results on two primary objectives of the Declaration (compatibility-competitiveness and academic mobility) are evidenced and exemplified with information obtained through key informant interviews, 35 students (between them, student leaders) and 12 teachers (including department heads) of two of the largest universities Muscovites. The results indicate that the Bologna process in Russia is emerging, characterized by disbelief about the quality of Russian higher education, corruption, and low academic mobility.