INTERNATIONALIZATION ROLE IN THE DEVELOPMENT OF MODERN HIGHER EDUCATION

Internationalization of all aspects of life and the increasing interdependence of countries and people emerge as one of the leading trends of modern development. This means that internationalization is based on features of modern integration processes - in the economy, finance and science and technology. In this regard, it is important to note that the trend of internationalization is characteristic of higher education in particular.

First, it’s necessary to understand what the term "internationalization of education" means as it is understood and interpreted in different ways. In the mid 90's formulation of the concept of internationalization has been developed which is now classic formulation. According to British expert J. Knight internationalization is the implementation of the international dimension in the school functions such as teaching, research and service delivery. With regard to the classification of areas of internationalization, J. Knight defines three main approaches:

1) The approach "based on activity" includes the traditional activities, such as to ensure the mobility of students and faculty, the international recruitment of students, joint research activities, and syllabus change;

2) The approach "based on competence" is focused on objectives and results measured by the economic benefits of internationalization of education, arising in connection with the preparation of competent staff of international standing;

3) Strategic approach - combines elements of all these approaches and aims to assess the potential of the institution in terms of the ability to develop such an integrated strategy in which all the activities and results would be systematized so that the institution was the established on the international level.

At the beginning of XXI century international cooperation between universities is a higher priority for a number of factors, which include [6, p. 36]:

- Strengthening the role of universities in building a knowledge-based economy;

- Increased competition between universities because of aspiration to take a position in the education market;

- Strengthening of international cooperation in research and development;

- Benchmarking (the process of identifying, understanding and adaptation of existing examples of the effective functioning of the organization in order to improve their own work) of universities with international standards and rating lists;

- Changes in the labor market which require employees’ greater mobility and the ability to work in a multinational environment.

However, today the recognition of the decisive role of the creative person by the world's scientific community is accompanied by dissatisfaction with the modern education system, which is characterized by gap increasing between culture and education because the mere knowledge does not substitute for spirituality and is not able to provide a holistic process of reproduction as society so the personality.

According to historian I. P. Savitsky the basic terms that contributed the crisis of national systems of education include [8, p. 38-39]:

- Exhaustion and weakness factors of personality socialization in modern society;

- Prevailing socio-cultural and mental values ​​of the national public education systems contrary to the process of universalization;

- The need to overcome the post-totalitarian, transient conditions for a number of countries in which the education system were deformed in accordance with the interests of their political systems.

But in spite of the dramatic social, cultural, economic, political contrasts different regions, states and nations, scientists and philosophers believe it is correct to speak about the formation of unified civilization and the need for a new planetary thinking style. [3]

Modern Russian scientists M.L. Arganovich, I.V. Arzhanova, N.E. Borevskaya, V.A. Galichin, N.V. Grohovatskaya, L.I. Efremova, E.A. Karpukhina, M.V. Larionova, O.V. Perfilyeva, D.V. Suslova and V.M. Filippov claim that during crisis many governments are looking for the ways to improve the efficiency of higher education as a resource for the post-crisis recovery. One source of efficiency of higher education according to scientists is internationalization.

Internationalization is considered by many researchers studying the problems of international education. Internationalization of education is a cultural phenomenon, highlighting the underlying trends of modern education in the world and thus becomes an important part of the educational policies of countries. This is expansion of access to higher education, and the universalization of knowledge, the emergence of international quality standards, strengthening the innovative nature of higher education, the expansion and strengthening of international cooperation. [5]

Concept implementation of the key problems can be considered as one element of the internationalization of higher education according to the modern German scientist Wolfgang Klafki, who is also one of the founders of critical and emancipatory philosophy of education formed the basis of educational anthropology in the late 60's of the twentieth century. According to W. Klafki, one element of the internationalization of higher education is the realization of the key problems concept as a meaningful basis education focused on the future. Thus become important only entities of supranational, global importance affecting each person [7, pp. 56-57].

Changes in higher education not only provide responses to the challenges of global competition, but also suggest important instruments of international cooperation. There are common strategic issues for most countries raised up by the process of internationalization of higher education [2, pp. 68-69]:

- Competition between the regions of the world as well as from newly emerging training providers to attract students, researchers and professionals;

- Achievement and maintainance of such level of competitiveness that would ensure the involvement of students and researchers from other world regions to overcome the shortage of scientists in the region or country, and to address the aging of the teaching staff of universities;

- Strengthening of the process of internationalization in the preservation of cultural diversity as attractive regional characteristics;

- Strengthening the overall attractiveness of a region or country to increase students’ and teachers’ motivation mobility from other parts of the world.

Chinese researcher Lee Vengan suggests that the internationalization of higher education means: firstly, the internationalization of scientific disciplines as each of them consist of knowledge about the achievements of world culture, and secondly, the development of new interdisciplinary courses of various levels of difficulty designed to familiarize students with the basic content of the social sciences and humanities, and thirdly, pedagogical rationale interdisciplinary approach to education and the development of technologies for its implementation in educational practice [1, p. 190].

Scientist J. Ellinbow identifies five components of university culture, which should be developed in terms of internationalization:

1. University leadership in environmental culture.

2. International cooperation of teachers with their colleagues in the research or personal contacts between them worldwide.

3. Availability of educational programs for foreign students (disciplinary, financial, etc.).

4. The presence of foreign students and professors, and their active participation in the university life.

5. The presence of additional international services along with educational (equipped campuses, conference rooms, student associations, community organizations, centers for the study of other cultures and languages, etc.) [6, p. 45].

The examples of "Tempus", "Socrates", "Erasmus" programs, as well as the programs of the German Academic Exchange Service (Deutscher Akademischer Austausch Dienst-DAAD), the British Council and others can be seen as having special programs supported financially that stimulates the activity of higher education institutions to participate in the future processes of internationalization of higher education [2, p. 16].

European University Association and the Association of Academic Cooperation play the most important role among united universities in the European internationalization of higher education. The European University Association (EUA) represents and supports higher education institutions in 46 countries. EUA members are European universities involved in teaching and research, national associations of rectors and other organizations in the field of higher education and research.

Academic Cooperation Association (ACA) is an association of national organizations of Europe and the world supporting the internationalization of their higher education systems. ACA is a center of expertise carrying out research and evaluation that organizes international seminars and conferences and disseminating information about new developments in the European and global higher education [9, p. 16].

Every two years the European University Association (EUA) is conducting a research to universities in order to determine the current situation and to identify trends in the development of the European Higher Education [Ibid, p. 19]. Thus, the results of the survey of 27 members of the National Conference of Rectors, representating 26 countries in Europe (February 2009) found that internationalization is one of three strategic directions in the development of the university over the past 5 years, along with the quality of higher education and the Bologna process [10, p. 48].

Today, many scientists agree that the leading country of the XXI century will be the country that will create the most efficient system of higher education. The economic success of states are determined by their education systems which in turn has led to a reassessment of the role and place of higher education in society, the mission of education. This awareness is due to the fact that the most effective factor of production in the twenty-first century is the human factor.

Therefore, the internationalization of education in increasing number of countries becomes the object and the subject of a deliberate policy on the part of the state focused on the specific in-country cultural, political and social problems.

References:

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2. Интернационализация высшего образования (тенденции, стратегии, сценарии будущего): монография / М. Л. Арганович и др.; Национальный фонд подготовки кадров. М.: Логос, 2010. 280 с.

3. Философия глобальных проблем [Электронный ресурс]. URL: http://kazbook.narod.ru/knigi/21/25.htm (дата обращения: 25.11.2011).

4. Bartell M. Internalization of Universities: а University Culture-Based Framework // Higher Education. 2003. Vol. 45. № 1. P. 43-70.

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6. Ritchie Е. Developing and Implementing European and International Strategies: the View from a UK Research Intensive University // Managing the University Community: Exploring Good Practice. Brussels: European University Association, 2007. P. 36-41.

7. Klafki W. Neue Studien zur Bildungstheorie und Didaktik. Zeitgemäße Allgemeinbildung und kritisch-konstruktive Didaktik. 4. Auflage. Weinheim: Beltz, 1996. 327 S.

8. Савицкий И. П. Философия образования для ХХI в. // Современная высшая школа. 1990. № 1. С. 38-45.

9. Огляд європейського досвіду інтернаціоналізації вищої освіти / Education, Audiovisual & Culture Executive Agency; European Commission TEMPUS. Харків: НУА, 2010. С. 6-19.

10. Sursock A., Smidt H. Trends 2010: a Decade of Change in European Higher Education. Brussels: EUA Publications, 2010. p. 126.