Интеграция образования, 2019, том 23, № 4 (97)
научный журнал
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Организация образования
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Мордовский государственный университет им. Н.П. Огарева
Наименование: Интеграция образования
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- 740: Общая педагогика. История образования и педагогической мысли. Организация образования
- 88: Психология
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Научный журнал УЧРЕДИТЕЛЬ И ИЗДАТЕЛЬ: федеральное государственное бюджетное образовательное учреждение высшего образования «Национальный исследовательский Мордовский государственный университет им. Н. П. Огарёва» 430005, Россия, Республика Мордовия, г. Саранск, ул. Большевистская, 68 АДРЕС РЕДАКЦИИ: 430005, Россия, Республика Мордовия, г. Саранск, ул. Большевистская, 68 Тел./факс: +7 (834-2) 48-14-24 Издается с января 1996 года Периодичность издания – 4 раза в год Подписной индекс в каталоге агентств «Роспечать» и «МК-Периодика» – 46316 ISSN 1991-9468 (Print), 2308-1058 (Online) Vol. 23, No. 4. 2019 (October – December) Continuous issue – 97 Scholarly journal FOUNDER AND PUBLISHER: Federal State Budgetary Educational Institution of Higher Education “National Research Ogarev Mordovia State University” 68 Bolshevistskaya St., Saransk 430005, Republic of Mordovia, Russia EDITORIAL OFFICE: 68 Bolshevistskaya St., Saransk 430005, Republic of Mordovia, Russia Tel/Fax: +7 8342 481424 Published since January 1996 Periodicity: Quarterly Subscription index in catalogue of agencies “Rospechat” and “MK-Periodiсa” – 46316 e-mail: inted@mail.ru, inted@adm.mrsu.ru http://edumag.mrsu.ru © ФГБОУ ВО «МГУ им. Н. П. Огарёва», 2019 При цитировании ссылка на журнал «Интеграция образования Integration of Education» обязательна. Полное или частичное воспроизведение в СМИ материалов, опубликованных в журнале, допускается только с разрешения редакции ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ INTEGRATION OF EDUCATION DOI: 10.15507/1991-9468 DOI: 10.15507/1991-9468.097.023.201904 Том 23, № 4. 2019 (октябрь – декабрь) Сквозной номер выпуска – 97 16+
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 4. 2019 Научный журнал «Интеграция образования Integration of Education» публикует оригинальные научные исследования в области интеграции образования. Наименование и содержание рубрик журнала соответствуют следующим отраслям науки: ПЕДАГОГИКА, СОЦИОЛОГИЯ, ПСИХОЛОГИЯ. Редакция осуществляет научное рецензирование (двустороннее слепое) всех посту пающих в редакцию материалов с целью экспертной оценки. Все рецензенты являются признанными специалистами по тематике рецензируемых материалов. Рецензии хранятся в издательстве и редакции в течение 5 лет. Редакция журнала направляет копии рецензий авторам статей, а также, при поступлении соответствующего запроса, в Министерство науки и высшего образования Российской Федерации. Журнал придерживается стандартов редакционной этики в соответствии с международ ной практикой редактирования, рецензирования, изданий и авторства научных публикаций и рекомендациями Комитета по этике научных публикаций. Журнал входит в Перечень рецензируемых научных изданий, в которых должны быть опубликованы основные научные результаты диссертаций на соискание ученой степени кандидата наук, на соискание ученой степени доктора наук по научным специальностям и соответствующим им отраслям науки: 22.00.04 – Социальная структура, социальные институты и процессы (социологические науки) 13.00.02 – Теория и методика обучения и воспитания (по областям и уровням образования) (педагогические науки) 19.00.07 – Педагогическая психология (психологические науки) Журнал индексируется и архивируется в: Российском индексе научного цитирования (РИНЦ) Scopus EBSCO ERIH PLUS Ulrichsweb Global Serials Directory SHERPA / RoMEO ResearchBib Журнал является членом Committee on Publication Ethics (COPE), Open Access Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), Ассоциации научных редакторов и издателей (АНРИ), CrossRef и международного сообщества рецензентов Publons Материалы журнала доступны по лицензии Creative Commons “Attribution” («Атрибуция») 4.0 Всемирная
INTEGRATION OF EDUCATION. Vol. 23, No. 4. 2019 The Integration of Education journal publishes original research in the field of education. The titles and contents of sections correspond to the following branches of science: PEDAGOGY, SOCIOLOGY, PSYCHOLOGY. In order to permit complex expert evaluation, all manuscripts undergo double-blind peer review. All reviewers are acknowledged experts on the subject of peer-reviewed materials. The reviews are stored at the Journal’s editorial office for a period of five years. Reviews (or a substantiated rejection) are forwarded by the Editorial Board to the author(s) of the submitted article. Reviews are also forwarded on request to the Ministry of Education and Science of the Russian Federation. The Journal adheres to the standards of editorial ethics in accordance with the interna tional practice of editing, reviewing, publishing and authorship of scientific publications and recommendations of the Committee on Publication Ethics. The Journal is included in the List of peer reviewed scientific journals published by the Higher Attestation Commission in which major research results from the dissertations of Candidates of Sciences (Ph.D) and Doctor of Science (D.Sc.) degrees are to be published. Scientific specialties of dissertations and their respective branches of science are as follows: 22.00.04 – Social structure, social institutions and processes (social sciences) 13.00.02 – Theory and methods of teaching and education (by areas and levels of education) (pedagogical sciences) 19.00.07 – Pedagogical psychology (psychological sciences) The journal is indexed and archived in: Russian Index of Scientific Citations Scopus EBSCO ERIH PLUS Ulrichsweb Global Serials Directory SHERPA / RoMEO ResearchBib The Journal is a member of the Committee on Publication Ethics (COPE), Open Access Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), Association of Scientific Editors and Publishers (ASEP), CrossRef and the international community of reviewers Publons The Journal’s materials are available under the Creative Commons “Attribution” 4.0 Global License
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 4. 2019 РЕДАКЦИОННАЯ КОЛЛЕГИЯ Вдовин Сергей Михайлович – главный редактор, ректор ФГБОУ ВО «МГУ им. Н. П. Огарёва», кандидат экономических наук, доцент, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru (Саранск, Россия) Полутин Сергей Викторович – заместитель главного редактора, директор НИИ регионо логии ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор социологических наук, профессор, ORCID: https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Саранск, Россия) Гордина Светлана Викторовна – ответственный секретарь, член Европейской ассоциации науч ных редакторов (EASE), кандидат педагогических наук, ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru (Саранск, Россия) Буквич Райко Миланович – профессор Географического института «Jovan Cvijic» Сербской академии наук и искусств, доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru (Сербия, Белград) Варгас-Эрнандес Хосе Гуадалупе – доктор философии в области государственного управле ния Исследовательского центра экономических и управленческих наук университета Гвадалахары, ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Гвадалахара, Халиско, Мексика) Гафуров Ильшат Рафкатович – ректор ФГАОУ ВО «Казанский (Приволжский) федеральный университет», доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Казань, Россия) Загвязинский Владимир Ильич – заведующий академической кафедрой методологии и теории социально-педагогических исследований ФГАОУ ВО «Тюменский государственный университет», доктор педагогических наук, профессор, академик РАО, ORCID: https://orcid.org/0000-0002-6223-6356, v.i.zagvyazinskij@utmn.ru (Тюмень, Россия) Камильо Aнджело – ассоциированный профессор менеджмента Школы бизнеса Университета Сонома, доктор философии, camillo@sonoma.edu (Бербанк, США) Кириллова Ольга Владимировна – председатель Российского экспертного совета, предста витель РЭС в Scopus CSAB, президент Ассоциации научных редакторов и издателей, кандидат технических наук, ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Москва, Россия) Кумар Сагар Лалит – вице-канцлер (президент) Гималайского университета, доктор философии, профессор, dr_lksagar@yahoo.co.in (Нью-Дели, Индия) Маврудеас Ставрос – профессор департамента экономики Университета Македонии, доктор философии, ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Фессалоники, Греция) Макаркин Николай Петрович – президент ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор экономиче ских наук, профессор, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Саранск, Россия) Маралов Владимир Георгиевич – профессор кафедры психологии ФГБОУ ВО «Череповец кий государственный университет», доктор психологических наук, профессор, ORCID: https:// orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Череповец, Россия) Мерзлякова Галина Витальевна – ректор ФГБОУ ВО «Удмуртский государственный универ ситет», доктор исторических наук, профессор, rector@udsu.ru (Ижевск, Россия) Мишра Камлеш – вице-канцлер Университета Ансал, доктор экономики, misra1957@gmail.com (Гургаон, Харьяна, Индия) Прахмана Рулли Чаритас Индра – научный сотрудник в области математического образования департамента математического образования, Университет Ахмад Дахлан, доктор философии, ORCID: https://orcid.org/0000-0002-9406-689X, rully.indra @ mpmat.uad.ac.id (Джокьякарта, Индонезия) Сингх Кадьян Джагбир – доцент департамента коммерции Колледжа им. Свами Шраддхан нанда, Университет Дели; почетный директор Индийского глобального института управления, образования и исследований, доктор философии в коммерции, магистр экономики и финансов, ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (Нью-Дели, Индия) Стриелковски Вадим – профессор Пражской бизнес-школы, директор Пражского Института повышения квалификации, научный сотрудник Калифорнийского университета Беркли (США), доктор наук, профессор, ORCID: https://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Прага, Чехия) Фёльдeш Чаба – заведующий кафедрой германского языкознания факультета гумани тарных наук Эрфуртского университета, доктор филологических наук, профессор, ORCID: https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Эрфурт, Германия) Хамуда Самир – профессор физического факультета университета Бенгази, ORCID: https:// orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Бенгази, Ливия) Хорватова Зузана – старший преподаватель кафедры юридических дисциплин и государ ственного управления Метропольного университета Праги, доктор философии, ORCID: https:// orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Прага, Чехия) Чошанов Мурат Аширович – профессор кафедры математических наук и подготовки учителя Техас ского университета, доктор педагогических наук, профессор, ORCID: https://orcid.org/0000-0002-2852-4311, mouratt@utep.edu (Эль-Пасо, Техас, США) Чупрунов Евгений Владимирович – научный руководитель ФГАОУ ВО «Национальный исследователь ский Нижегородский государственный университет им. Н. И. Лобачевского», доктор физико-математических наук, профессор, ORCID: https://orcid.org/0000-0002-6455-1026, nauka@unn.ru (Нижний Новгород, Россия) Шафранов-Куцев Геннадий Филиппович – научный руководитель ФГАОУ ВО «Тюменский государственный университет», доктор философских наук, профессор, академик РАО, ORCID: https://orcid.org/0000-0001-7823-0525, g.f.kucev@utmn.ru (Тюмень, Россия) Юсофф Сазали – директор Института педагогического образования Tuanku Bainun Campus (IPGKTB), Министерство образования Малайзии, доктор философии, sazali@mseam.org.my (Пенанг, Малайзия) Янчук Владимир Александрович – декан факультета профессионального развития специалистов образования ГУО «Академия последипломного образования», доктор психологических наук, профессор, ORCID: https://orcid.org/00000-0002-4524-8371, yanchuk1954@gmail.com (Минск, Республика Беларусь)
INTEGRATION OF EDUCATION. Vol. 23, No. 4. 2019 EDITORIAL BOARD Sergey М. Vdovin – Editor-in-Chief, Rector of National Research Mordovia State University, Ph. D. (Economics), Associate Professor, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru (Saransk, Russia) Sergey V. Polutin – Deputy Editor-in-Chief, Director of Research Institute of Regional Stud ies of National Research Mordovia State University, Dr. Sci. (Sociology), Professor, ORCID: https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Saransk, Russia) Svetlana V. Gordina – Executive Editor, member of European Association of Science Editors (EASE), Ph. D. (Pedagogy), ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru (Saransk, Russia) Rajko M. Bukvich – Professor of the Jovan Cvijic Geographic Institute of the Serbian Academy of Sciences and Arts, Dr. Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru (Belgrad, Serbia) Angelo A. Camillo – Associate Professor of Management, School of Business, Sonoma State University, Ph. D., camillo@sonoma.edu (Burbank, USA) Evgeniy V. Chuprunov – Research Supervisor Lobachevsky University, Dr. Sci. (Phys.-Math.), Professor, ORCID: https://orcid.org/0000-0002-6455-1026, nauka@unn.ru (Nizhniy Novgorod, Russia) Csaba Földes – Professor of Germanic Linguistics, Faculty of Humanities, University of Erfurt, ORCID: https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Erfurt, Germany) Ilshat R. Gafurov – Rector of Kazan (Volga region) Federal University, Dr. Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Kazan, Russia) Samir Hamouda – Professor, Department of Physics, University of Benghazi, ORCID: https://orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Benghazi, Libya) Zuzana Horváthová – Senior Lecturer, Chair of Legal Specializations and Public Administration, Metropolitan University, Ph. D., ORCID: https://orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Prague, Czech Republic) Jagbir Singh Kadyan – Associated Professor of Department of Commerce, Swami Shraddhanand Col lege, University of Delhi, Honorary Director: IndoGlobal Institute of Management, Training and Research, Ph. D. (Commerce), M.Com (PIMR & Marketing); MA (Eco); MMS (Fin); GDC&A; MIMA; AMT- AIMA, ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (New Delhi, India) Olga V. Kirillova – President of the Russian Expert Council (REC), Representative of the REC in Scopus SCAB, President of Association of Scientific Editors and Publishers, Ph. D. (Engineering), ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Moscow, Russia) Sagar Lalit Kumar – Vice Chancellor (President) of Himalayan University, Ph.D. (Education) & D.Litt. (Education), Professor, ORCID: https://orcid.org/00000-0002-1882-0643, dr_lksagar@yahoo.co.in (New Delhi, India) Nikolay P. Makarkin – President of National Research Mordovia State University, Dr. Sci. (Economics), Professor, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Saransk, Russia) Vladimir G. Maralov – Professor of Psychology Chair, Cherepovets State University, Dr. Sci. (Psy chology), Honored Scientist of the Russian Federation, ORCID: https://orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Cherepovets, Russia) Stavros Mavroudeas – Professor of Political Economy, Department of Economics, University of Mace donia, Ph. D., ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Thessaloniki, Greece) Galina V. Merzlyakova – Rector of Udmurt State University, Dr. Sci. (History), Professor, rector@udsu.ru (Izhevsk, Russia) Kamlesh Misra – Vice Chancellor, Ansal University, Ph.D. (Philosophy), misra1957@gmail.com (Gurgaon, India) Rully Charitas Indra Prahmana – Senior Lecturer and Researcher in Mathematics Education for Master Program on Mathematics Education Department, Universitas Ahmad Dahlan, Ph. D., ORCID: https:// orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Yogyakarta, Indonesia) Gennady F. Shafranov-Kutsev – Research Supervisor, Tyumen State University, Dr. Sci. (Philosophy), Professor, Member of the Russian Academy of Education, ORCID: https://orcid.org/0000-0001-7823-0525, g.f.kucev@utmn.ru (Tyumen, Russia) Wadim Strielkowski – Professor of Prague Business School, Director of Prague Institute for Qualification Enhancement, Visiting Professor of University of California, Ph. D., Professor, ORCID: https://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Prague, Czech Republic) Mourat A. Тchoshanov – Professor, Departments of Mathematical Sciences and Teacher Education, University of Texas at El Paso, Texas, USA, Ph. D., ORCID: https://orcid.org/0000-0002-2852-4311, mouratt@utep.edu (El Paso, Texas, USA) José G. Vargas-Hernández – Member of the National System of Researchers of Mexico. Research Pro fessor at University Center of Economic and Managerial Sciences, University of Guadalajara, M.B.A.; Ph.D., ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Guadalajara, Jalisco, México) Vladimir A. Yanchuk – Dean of Faculty of Development for Specialists in Sphere of Education of Academy of Postgraduate Education, Dr. Sci. (Psychology), Professor, ORCID: https://orcid.org/00000-0002-4524-8371, yanchuk1954@gmail.com (Minsk, Belarus) Sazali Yusoof – Director at Institute of Teacher Education Tuanku Bainun Campus, Ministry of Edu cation of Malaysia, Ph. D., sazali@mseam.org.my (Pinang, Malaysia) Vladimir I. Zagvyazinsky – Head of the Academic Department for Methodology and Theory of So cial and Pedagogical Research, Tyumen State University, Dr. Sci. (Pedagogy), Professor, Academician of Russian Academy of Education, ORCID: https://orcid.org/0000-0002-6223-6356, v.i.zagvyazinskij@utmn.ru (Tyumen, Russia)
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 4. 2019 COДЕРЖАНИЕ Международный опыт интеграции образования А. Е. Сериккалиева, Г. Е. Надирова, Н. Б. Сапарбаева. Образовательная миграция из Казахстана в Китай: реальность и перспективы ................................................. 504 И. А. Коршунов, Н. Н. Ширкова, М. С. Мирошников. Экспорт дополнительных профессиональных образовательных программ: навыки и технологии (на примере аграрных университетов) ....................................................................... 518 Т. Махфуд, С. Индартоно, И. Н. Сапутро, И. Утари. Влияние качества преподавания на выбор профессии: посредническая роль целевой ориентации студента ............................................................................ 541 Модернизация образования Э. Хыса, Н. Ур-Рехман. Оценка качества преподавания экономической программы .... 556 Н. И. Наумкин, Н. Н. Шекшаева, С. И. Квитко, М. В. Ломаткина, В. Ф. Купряшкин, И. В. Коровина. Разработка педагогической модели многоуровневой и поэтапной подготовки студентов к инновационной инженерной деятельности ............................................................................................. 568 В. С. Круглик, В. В. Осадчий. Формирование компетентности в области программирования у будущих инженеров-программистов ........................ 587 Академическая интеграция Е. Н. Борисова, Н. В. Леткина. Метод проектов как инструмент профессионально ориентированного обучения английскому языку студентов вуза (на примере студентов музыкальных профилей) ............................................................ 607 О. А. Береговая, В. И. Кудашов. Проблемы языковой и академической адаптации иностранных студентов в России ................................................................. 628 С. В. Шустова, М. А. Хрусталева, Е. А. Белобородова, М. Д. Мондехар Фустер. Испанский язык для туриста: языковая подготовка взрослых в аспекте интенсификации ...................................................................................................................... 641 Информация для авторов и читателей (на рус. яз.) ................................................... 658 Информация для авторов и читателей (на англ. яз.) .................................................. 660 http://edumag.mrsu.ru DOI: 10.15507/1991-9468.097.023.201904 ISSN 1991-9468 (Print) ISSN 2308-1058 (Online)
INTEGRATION OF EDUCATION. Vol. 23, No. 4. 2019 CONTENTS International Experience in the Integration of Education А. Е. Serikkaliyeva, G. Е. Nadirova, N. B. Saparbayeva. Educational Migration from Kazakhstan to China: Reality and Prospects ........................................ 504 I. A. Korshunov, N. N. Shirkova, M. S. Miroshnikov. Export of Continuing Education Programs: Skills and Technology (Case Study of Agricultural Universities) ......................................................................... 518 T. Mahfud, S. Indartono, I. N. Saputro, I. Utari. The Effect of Teaching Quality on Student Career Choice: The Mediating Role of Student Goal Orientation .. 541 Modernization of Education E. Hysa, N. Ur Rehman. Assessing the Teaching Quality of Economics Programme: Instructor Course Evaluations ........................................................................................ 556 N. I. Naumkin, N. N. Shekshaeva, S. I. Kvitko, M. V. Lomatkina, V. F. Kupryashkin, I. V. Korovina. Designing the Teaching Model of Multilevel Gradual Training of Students in Innovative Engineering ......................................................................... 568 V. S. Kruglyk, V. V. Osadchyi. Developing Competency in Programming among Future Software Engineers ........................................................ 587 Academic Integration E. N. Borisova, N. V. Letkina. English for Professional Communication: A Project-Based Approach to Teaching University Students (a Case Study of Music Students) .................................................................................... 607 O. A. Beregovaya, V. I. Kudashov. The Problems of Linguistic and Academic Adaptation of International Students in Russia ............................................................... 628 S. V. Shustova, M. A. Khrustaleva, E. A. Beloborodova, M. D. Mondéjar Fuster. Spanish Language for Tourists: Language Training of Adult Learners in the Context of Intensification ...................................................................................... 641 Information for Authors and Readers of the Journal (In Russian) .................................... 658 Information for Authors and Readers of the Journal (In English) .................................... 660 http://edumag.mrsu.ru DOI: 10.15507/1991-9468.097.023.201904 ISSN 1991-9468 (Print) ISSN 2308-1058 (Online)
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 4. 2019 Educational Migration from Kazakhstan to China: Reality and Prospects А. Е. Serikkaliyevaa*, G. Е. Nadirovab, N. B. Saparbayevab a Almaty Management University, Almaty, Kazakhstan, * a.serikkaliyeva@almau.edu.kz b Al-Farabi Kazakh National University, Almaty, Kazakhstan Introduction. The relevance of the study is determined by the gradual expansion of educational cooperation between Kazakhstan and China and the need to identify the competitive advantages of the educational system of China over Kazakhstan’s system of higher education. The purpose of the article is to identify factors stimulating dynamic growth of educational migration from Kazakhstan to China, as a relatively recent phenomenon, and to evaluate its possible consequences. Materials and Methods. In order to identify main trends and the way of development of KazakhstanChina educational relations, we used empirical methods; namely: qualitative research method, description, expert interviews, content analysis, and synthesis. A survey of Kazakhstani students studying in China was conducted. The students of the Department of Chinese Studies of Al-Farabi Kazakh National University were interviewed, as well as those who participated in the joint training program with the Lanzhou University. Kazakhstani students from Beijing University of Language and Culture also participated in the survey. Results. The main reasons for the dynamic growth of educational migration from Kazakhstan to China are high quality of education in China, access to education in Chinese universities, comfortable learning and living conditions for Kazakhs, etc. By analysing the statistical data of the Chinese Ministry of Education, timing of the dynamics of Kazakhstani students’ flows to China was presented. The legislative and governmental measures of the two countries aiming to create a basis for educational cooperation were also analysed. An attempt to predict the future activities of Kazakhstan students as the “soft power” of China in Kazakhstan was made. Discussion and Conclusion. This problem can be further investigated in the study of factors affecting the increase in the academic mobility of Kazakhstani students, which should contribute to the expansion of cooperation between Kazakhstan and China in the field of education. The results of this study may be useful to scientists and lecturers engaged in research on various aspects of the educational migration of Kazakhstan to China. Keywords: education, student, China, Kazakhstan, academic mobility, internationalization For citation: Serikkaliyeva A.E., Nadirova G.E., Saparbayeva N.B. Educational Migration from Kazakhstan to China: Reality and Prospects. Integratsiya obrazovaniya = Integration of Education. 2019; 23(4):504-517. DOI: https://doi.org/10.15507/1991-9468.097.023.201904.504-517 © Serikkaliyeva А. Е., Nadirova G. Е., Saparbayeva N. B., 2019 УДК 37:325.1(574)(510) DOI: 10.15507/1991-9468.097.023.201904.504-517 http://edumag.mrsu.ru ISSN 1991-9468 (Print), 2308-1058 (Online) МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ / INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION Контент доступен под лицензией Creative Commons Attribution 4.0 License. The content is available under Creative Commons Attribution 4.0 License.
INTEGRATION OF EDUCATION. Vol. 23, No. 4. 2019 INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION Образовательная миграция из Казахстана в Китай: реальность и перспективы А. Е. Сериккалиева1⃰, Г. Е. Надирова2, Н. Б. Сапарбаева2 1 УО «Алматы Менеджмент Университет», г. Алматы, Казахстан, * a.serikkaliyeva@almau.edu.kz 2 РГП на ПХВ «Казахский национальный университет имени аль-Фараби», г. Алматы, Казахстан Введение. Образовательная миграция является одним из наиболее значимых трендов глобализации. Актуальность исследования определяется постепенным расширением образовательных контактов Казахстана и Китая и необходимостью выявления конкурентных преимуществ образовательной системы Китая перед национальной системой высшего образования Казахстана. Цель статьи – выявить факторы, стимулирующие динамичный рост образовательной миграции из Казахстана в Китай как относительно недавнего явления, и оценить ее возможные последствия. Материалы и методы. С целью выявления основных тенденций и развития казахстано-китайских образовательных связей исследование проводилось на основе сбора информации путем экспертных интервью и анкетирования, а также ее детальной обработки и контент-анализа. В анкетировании приняли участие казахстанские студенты, обучающиеся в Китае, казахстанские студенты Пекинского университета языка и культуры, опрошены студенты кафедры китаеведения Казахского национального университета, а также принимавшие участие в совместной программе обучения с Ланьчжоуским университетом. Выборка составила 72 человека. Результаты исследования. Выявлены основные причины динамичного роста образовательной миграции из Казахстана в Китай, такие как высокое качество образования в Китае, доступность обучения в вузах Китайской Народной Республики, комфортные условия обучения и проживания для казахстанцев и др. Путем анализа статистических данных Министерства образования Китая была представлена хронология динамики роста казахстанских студентов в Китае. В статье впервые проанализирован растущий спрос на образование в Китае среди казахстанцев в качестве тренда, влияющего на возрастание «мягкой силы» Китая в Казахстане в перспективе. Обсуждение и заключение. Данная проблематика может получить свое развитие в дальнейшем исследовании факторов, влияющих на повышение академической мобильности казахстанских студентов, что должно способствовать расширению сотрудничества Казахстана и Китая в сфере образования. Результаты этой работы могут быть полезны ученым и преподавателям, занимающимся исследованиями различных аспектов образовательной миграции Казахстана в Китай. Ключевые слова: образование, студент, Китай, Казахстан, академическая мобильность, интернационализация Для цитирования: Сериккалиева А. Е., Надирова Г. Е., Сапарбаева Н. Б. Образовательная миграция из Казахстана в Китай: реальность и перспективы // Интеграция образования. 2019. Т. 23, № 4. С. 504–517. DOI: https://doi.org/10.15507/1991-9468.097.023.201904.504-517 Introduction International student mobility is be coming an increasingly common phenomenon in higher education worldwide. The dominant trend of the past few years was the growing flow of students from developing countries to universities in the West, primarily in the United Kingdom and the United States. Currently, China is the third top destination for international students after the above-mentioned countries. Growing outside interest in Chinese education and language is a global trend that confirms the rising political and economic influence of China. Modern China has one of the most extensive higher education systems in the world. As the country’s role increases in world affairs, China promotes its international higher education and targeting the goal to become a leader in the global higher education system. This article analyses the aims and process of the Chinese higher education internationalization and its impact and trends on educational cooperation with Kazakhstan. Therefore, the study reveals outcomes of China’s recent educational policy through the case of Kazakhstan, as a country with a dynamic influence among the other involved states. The authors analysing current prospects in academic
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 4. 2019 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ mobility between China and Kazakhstan, evaluate governmental policies of these two counties in educational cooperation. Education is at the roots of human resources, cultural exchange, talent, innovation, and think tanks. To enhance the potential of many of these, China has several plans. China made major strides in providing universal education, with compulsory primary and secondary education making major progress. Chinese universities demonstrate impressive results in the world university rankings, one of the main criteria of which is high foreign student enrolment. As of 2017, there were 2,914 universities and colleges1 with about 20 million students in Higher Education2. The Chinese government is strongly committed to turning the country into a global leader as the destination for foreign students and pursues the policy of education internationalization [1]. This policy is believed to promote China’s international image, enhance the country’s soft power and facilitate Chinese investment and business activities abroad. By 2020 China plans to take second place in this ranking, with the United States in the first place [2]. As a part of the drive to expand educational opportunities across the world, a number of outreach programs have been launched by China. Institutionally, a long-term plan to “go out” for the period of 2010-2020 was formulated for the education sector. As a part of the 13th Five Year Plan, China’s Ministry of Education had tasked the HEIs to enhance the training of personnel in expanding the educational system, enhance scholarships for foreign students and increase people-to-people contacts to promote international educational facilities. The goal of this paper is to identify the factors that stimulate the educational migration of the two countries in the field of education and their consequences as China’s soft power enhance and educational migration dynamic growth. Study migration implies training in a higher or secondary vocational institution abroad in order to obtain a specialty, including preparatory language courses for admission to universities. The main objective of this study was to understand the motivations that drive the internationalization of higher education, which guides Kazakhstan students, on the one hand, and the Chinese government, in every way encouraging a surge in students from Kazakhstan to Chinese universities, on the other. The main question, or rather two interrelated research questions, can be formulated in the following form: To what extent and why is China interested in attracting students from Kazakhstan? And to what extent and why is Chinese education attractive for Kazakhstani students? What is the impact of China education as a soft power on Kazakhstani students? As for Kazakhstani students seeking to get their education at universities in China, the main incentives for them are the pragmatism of choice under conditions of relatively high quality and affordable prices, and sometimes free access to programs, and more important, the possibility of post-graduate employment in framework of the spreading powerful economic system of a country that claims to be a regional, and over time, possibly global leader. Literature Review The topic of international student mo bility in China attracts the attention of scientists. Terming internationalization of education as the national interests of any country, researcher at the Chinese Academy of Educational Sciences Bi Cheng, argued that China is pursuing this policy as a part of enhancing its comprehensive national soft power: “…the larger picture is that education is a bridge with the world and also builder of the world order…”3. 1 Ministry of Education of the P.R.C [Electronic resource]. Available at: http://www.moe.edu.cn/srcsite/ A03/moe_634/201706/t20170614_306900.html (accessed 11.05.2019). (In Eng.) 2 Ministry of Education of the P.R.C [Electronic resource]. Available at: http://en.moe.gov.cn/Resources/ Statistics/edu_stat2017/national/201808/t20180808_344698.html (accessed 11.05.2019). (In Eng.) 3 Cheng B. [OBOR Strategy Brings New Opportunities to China’s Education] [Electronic resource]. China Education News. Available at: http://www.jyb.cn/Theory/lltw/201510/t20151009_639192.html (accessed 11.05.2019). (In Chinese)
INTEGRATION OF EDUCATION. Vol. 23, No. 4. 2019 INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION Internationalization of Chinese HEIs is also a contribution to the Western model-based educational system, which is providing an alternative view to the global academic regularity and has a great impact both on Chinese image and facilitate further internationalization of Chinese investment and business activities abroad. Such exchanges and cooperation are in the interests of China as these will enhance its international competitiveness and provide legal protections, norms and guidance [3]. So in “International Student Mobil ity (ISM) in China in the New Phase of Internationalization of Higher Education (IHE): Trends and Patterns” by Ewnetu H. Tamene, Lou Shizhou, Wan Xiulan [4] details of these trends in China from 1990 to 2015, as well as reforms that have helped stimulate their development, are described. Researchers identify three periods in the dynamics of these trends: 1991–2000 is the decade of the political plan/roadmap, from 2001 to 2010 – a decade of recognition and understanding; from 2011 to 2015 – the formation of a new role and the influx of students. The conceptual basis for this study lies in the idea that the internationalization of higher education is a process and strategic effort as a response to the impact of globalization, as already it was mentioned by Huang [5], Qiang et al. [6], Cantwell & Maldonado-Maldonado [7], Petruk [8] and meets the needs of the national/local community. The authors rightly argue that international student mobility is an integral part of the internationalization and globalization of education. Ewnetu H. Tamene and Lou Shizhou go further towards the definition of internationalization values, as an issue that is becoming more and more persistent agenda for the developing countries [9]. Those countries are faced with a massive desire of young people to go to study abroad and to work in foreign countries, which has a negative impact on the economy and society of their national states with regard to the possibility of their successful development. In higher education, there is a shift from academic, cultural/social justification to business and commercial orientation. Prag matic motivations are intensified due to the lack or substantial reduction in funding and an increase in institutions financed largely by private sources. Because of this pressure or economic motivation, internationalization becomes a matter of commercial gain. Values such as cultural enlightenment, responsiveness, and critical knowledge fade into the background under pressure from commercial and business landmarks based on skills that are necessary for finding profitable work. At the same time, higher education institutions in many countries are state-owned products and remain embedded within national higher education systems as an essential factor for economic productivity and competitiveness [10]. Internationalization must be a policy for strengthening local and global research networks, sharing knowledge, improving academic quality and ensuring fair education. This opens up opportunities for students to meet their needs and interests around the world. This discussion revolves around the central role of education, whether education will remain a public good and social responsibility in the sense of promoting the development of society, or it is perceived as a private good for the consumption and benefit of people. There are many reasons for academic mobility, including the processes of globalization that led to the opening of borders, which in the past were problematic enough to cross, the low level of education in the countries of students’ origin, increased ambitions and financial opportunities of the middle class, the purposeful policy of some states to raise the level of human resources to help ensure economic growth and improve national educational standards, international rankings, etc. As for the host countries, the flow of foreign students brings them tangible financial investments. More recently, the Higher Education Policy Institute and Kaplan International Pathways of Great Britain have calculated that the profits received from international students equal £20.3billion, which is 10 times more than the costs [11]. However, the contribution of foreign students should not be assessed in monetary
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 23, № 4. 2019 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ terms only. International experts recognize that foreign students positively influence the social and cultural diversity of the youth environment, bring new research ideas and experience to Master and PhD programs, and help strengthen international partnerships [12]. Benefits are numerous after their graduation too, as most students return home, but continue to maintain friendly, scientific and creative ties with their universities, becoming conductors of the soft power of the country where they received their education4. The main suppliers of students to for eign universities are China and India. It is expected that by 2027 the number of Chinese students studying abroad will increase by 245,000 and reach 1.46 million; the number of Indian students will increase by 185,000 and reach 439,000. These two Asian countries will provide 60% of the global growth in outgoing students until the year 2027 [13]. However, the number of countries com peting for the placement of foreign students is growing every year, although, according to the forecasts of the British Council, the increase in the number of students leaving for study abroad in the next decade will significantly slow down. Even if new studies show that the number of outgoing students around the world will increase by an average of 1.7% per year over the next 10 years, this will be a significant slowdown compared to the period between 2000 and 2015 when the annual growth rate was 5.7% [14]. The decline in growth rates is due not only to the deterioration of the political climate in the United States and European countries, but also due to a large extent to the increase of local investments in higher education in many countries. Many potential students now want to study in their home countries, and the greatest decline in absolute terms is expected to be in South Korea and Malaysia. In this regard, another interesting and important trend is emerging – a significant improvement in the quality of higher educa tion in the last few years not only encourages youth to stay in their home countries, but also prompts students at the regional level to choose cheaper education, which is of similar quality. The preoccupation of developing countries with strengthening their higher education systems allows them to begin a gradual transition from a group of countries that have sent students abroad to a group of countries that accept foreign students. First, this applies to the countries of Asia. As of 2015, Asian countries sent about 2.3 million people to study abroad and attracted only 928,977 foreign students to their universities. Some of them decided to change this imbalance, aiming at dramatically increase of the number of foreign students between 2020 and 2025. It is assumed that China, Japan, Taiwan, South Korea, and Malaysia will become leaders in attracting students from neighbouring countries to their universities, and if their plans are implemented, about 1.4 million international students will be distributed within the Asian region within less than ten years. This will prevent brain drain, keep students close to home and, as a result, strengthen regional economies [15]. It is worth noting that, as experts predict, by 2050 the top 25 countries in the global ranking of the world’s largest economies will include 14 Asian countries. Materials and Methods The study uses a qualitative research method that seems to us most suitable for finding answers to the questions posed. We have interpreted the data collected as a result of monitoring the processes and inductive analysis of the situation and context within our own work practices. In this sense, our research can be considered as an insider research. At the same time, the authors inevitably experience social and cultural influences, although they are in a favourable position to study in depth a specific issue and with a particular knowledge of this problem. These features of 4 British Council. Global Student Mobility Growth ‘to Dwindle Over Next Decade’ [Electronic resource]. Available at: https://www.timeshighereducation.com/news/global-student-mobility-growth-dwindle-overnext-decade (accessed 11.05.2019). (In Eng.)