ACADEMIC MIGRATION OF UNIVERSITY SDUDENTS AS AN AVAILABLE METHOD OF RUSSIAN STUDENTS’ PARTICIPATION IN EUROPIAN EDUCATIONAL SYSTEM

Integration of higher education systems started with the Bologna agreement signing by the countries-participants. In 2003 Russia began the process of transition to educational standards adopted in Europe with the endorsement of the Bologna agreement. In this connection the article discusses problems and peculiarities of correlation between the two educational systems - European and Russian ones. The article describes factors constraining the introduction of the European educational system into the Russian educational process. Among them there are the difficulties of transferring credits received at different universities in a separate country or in the world, difficulties with the reconfiguring of common for Russia five-year educational curriculum into the two-stage model of education. The issues of saving Russian education specifics, its experience and scientific developments also remain of current importance. Taking into account the differences of the approaches of higher education institutions to educational process, Bologna agreement introduced the concept «laboriousness of academic work». It is adopted to unify European education and includes classroom and out-of-class work of students. The latter includes preparation for examination as a final stage of the course. Thus the article describes specific features of the credit-assessment system, defines the concepts of «rating», «laboriousness of academic work» and also a unit of credit, which is called «academic credit». We made a comparative table compiled on basis of an interview with the students from Semipalatinsk, which represents special features of the educational systems mentioned above in the context of the All-European integration of higher education. We have also compiled a table which shows disadvantages of linear and credits-assessment systems and considered the role of their comparability and their uniformity within the process started in Russia. The article considers the prospect of transition of Russian higher educational institutions to the European system of education while preserving positive educational experience accumulated before and best patterns of providing it. In this connection the paper gives an explanation of reasonable relationship of old values with the new system within their comparability. It accentuates a particular role of students’ academic migration for successful integration into European educational system. This is the only one opportunity for the students to have some experience directly in this field in order to adapt to the system which they have already acquainted before.

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