Academic Mobility in Education.

Dual Education

What is Mobility?
Academic mobility refers to students and teachers in higher education
moving to another institution inside or outside their own country to study or
teach for a limited time.
In some cases, it is chosen for positive reasons, usually by young students
with no family commitments; however, for most researchers, it is a form of
casualization, which can blight their whole careers and break up their families.
Academic mobility suffers from cultural, family, socio economic, and academic
barriers. The Bologna process attempts to lower these obstacles within the
European higher education area.
Mobile students are usually divided into two groups: Free-movers are
students who travel entirely on their own initiative, while programme students
use exchange programmes at a department, faculty, institution, or national level
(such as Erasmus, Nordplus or Fulbright). Nowadays, the traditional Erasmus
exchange (which involves travelling) has been complemented with virtual
mobility, or Virtual Erasmus, in which students
from different countries may study together without leaving their home.
 Translation
Академиялық ұтқырлық дегеніміз-жоғары оқу орындарының
студенттері мен оқытушылары шектеулі уақыт ішінде оқу немесе сабақ
беру үшін өз елінің ішінде немесе сыртында басқа оқу орнына көшуін
білдіреді.
Кейбір жағдайларда ол оң(жақсы) себептермен таңдалады, әдетте
отбасылық міндеттемелері жоқ жас студенттер; дегенмен, зерттеушілердің
көпшілігі үшін бұл олардың бүкіл мансабын бұзып, отбасыларын бұзуы
мүмкін кездейсоқтықтың бір түрі. Академиялық ұтқырлық мәдени,
отбасылық, әлеуметтік-экономикалық және академиялық кедергілерден
зардап шегеді. Болон процесі еуропалық жоғары білім беру кеңістігіндегі
осы кедергілерді жоюға тырысады.
Мобильді студенттер әдетте екі топқа бөлінеді: еркін студенттер -
бұл тек өз бастамасымен саяхаттайтын студенттер, ал бағдарлама
студенттері факультетте, мекемеде немесе ұлттық деңгейде (мысалы,
Erasmus, Nordplus немесе Fulbright) алмасу бағдарламаларын пайдаланады.
Қазіргі уақытта дәстүрлі Erasmus алмасуы (саяхатты қамтитын) виртуалды
ұтқырлықпен немесе виртуалды Erasmus-пен толықтырылды, онда әртүрлі
елдердің студенттері үйден шықпай-ақ бірге оқи алады.
The Bologna Process is the process of forming a unified European system of
higher education based on common principles of functioning.
In March 2010, Kazakhstan officially joined the Bologna Declaration and
became the 47th member of the European Higher Education Area and the first
Central Asian state to be recognized as a full member of the European
Educational Area.

Read the text.

Bologna Process and Academic Mobility (BPAM) Centre

In today’s world, higher education has become a key element in the
sustainable development of open society. That is why the issue of social
responsibility of the state for the maintenance of an adequate level of higher
education has become of high priority.
In the context of integration into the European Higher Education Area,
ideas of the Bologna process have formed the basis for the State Program for
Education Development of the Republic of Kazakhstan 2011-2020.
In accordance with SPED 2011-2020, Kazakhstan, as a full member of EHEA,
will continue to implement the Bologna principles and enhance
internationalization of Kazakhstani higher education.
To achieve the above objectives, it is necessary to carry out further
implementation of systematic measures to proceed institutional and substantive
renewal of higher education, as well as to radically increase the competitiveness
of Kazakhstani educational services, achieving the goal of high qualifications of
scientists and teachers.
Quality education is not possible without trained, highly skilled and
competitive specialists. That is why translation and exchange of best practices
with advanced educational systems of higher education will provide an
opportunity to raise the quality of higher education in the Republic of
Kazakhstan to a high level.
On the basis of these provisions, the Development Strategy of the Bologna
Process and Academic Mobility Centre was made.
Bologna Process and Academic Mobility Centre (BPAM), 2016

Words and phrases from the text:

sustainable - that can continue or be continued for a long time
maintenance - the act of keeping something in good condition by checking or
repairing it regularly
priority- something that you think is more important than other things and
should be dealt with first
integration - the act or process of combining two or more things so that they
work together
implement - to make something that has been officially decided start to happen
or be used
enhance - to increase or further improve the good quality, value or status of
somebody/something
renewal - a situation in which something begins again after it stopped or was
interrupted
provision - the act of supplying somebody with something that they need or
want; something that is supplied
Text 1
Academic Mobility Centre and Main Principles of Operation
• Scientific rigour and innovation - constant desire to use the latest scientific
achievements, commitment to application of new technologies, scientific
knowledge and information;
• Consistency and integrity – consideration of Bologna Process as a dynamic
and integral system which offers a comprehensive implementation of
mandatory, recommendatory and optional parameters, as well as tools and
mechanisms in unity with updating the content of Kazakhstani higher education;
• Continuity – promotion of life-long learning, based on learning outcomes;
• Diversification - increasing the number of educational services and their
development, with the aim to improve the quality and competitiveness of
tertiary school of Kazakhstan;
• Transparency - ensuring full transparency and accessibility of information on
modernization of higher education in Kazakhstan in the context of Bologna
Process;
• Autonomy and academic freedom – independence and collegiality in
management and decision-making, based on democratic principles and personal
responsibility of each subject of education; guarantee of academic freedom of
universities and faculty in educational activities;
• Internationalization of higher education - an important component of
educational policy, characterized by accessibility, universalization and
innovativeness of higher education caused by expansion of international
cooperation and mobility;
• Legitimacy - implementation of activities of the Bologna Process and
Academic Mobility Center in strict compliance with all legal norms.
Bologna Process and Academic Mobility Centre (BPAM),2016

Text 2
Shaping a New Vision of Higher Education
Article 15. Sharing knowledge and know-how across borders and continents
� The principle of solidarity and true partnership among higher education
institutions worldwide is crucial for education and training in all fields that
encourage an understanding of global issues, the role of democratic governance
and skilled human resources in their resolution, and the need for living together
with different cultures and values. The practice of multilingualism, faculty and
student exchange programmes and institutional linkage to promote intellectual
scientific co-operation should be an integral part of all higher education
systems.
�The principles of international co-operation based on solidarity, recognition
and mutual support, true partnership that equitably serves the interests of the
partners and the value of sharing knowledge and know-how across borders
should govern relationships among higher education institutions in both
developed and developing countries and should benefit the least developed
countries in particular. Consideration should be given to the need for
safeguarding higher education institutional capacities in regions suffering from
conflict or natural disasters. Consequently, an international dimension should
permeate the curriculum, and the teaching and learning processes.
� Regional and international instruments for the recognition of studies
should be ratified and implemented, including certification of the skills,
competencies and the abilities of graduates, making it easier for students to
exchange course, in order to facilitate mobility within and between national
systems.

Read the extract from the article ‘Market Snapshot: Kazakhstan’

Currently, Central Asia plays a small role in global student flows, with
students from the region representing only around 2% of outbound mobile
students globally. Most international students studying in Kazakhstan are from
within the region itself. According to recent figures provided by UNESCO’s
Institute for Statistics, 43,039 Kazakh students studied abroad in 2012, while the
country hosted 8,982 students in return, mainly from neighbouring countries.
Perhaps not surprisingly, a notable majority of outbound Kazakh students study
in nearby Russia, with an estimated 30,000+ Kazakh students in Russia in 2013.
Students who study in Russia are usually attracted to universities in Saint
Petersburg, Novosibirsk, Tomsk, and Omsk. These later three cities are well
known for science studies and research.
The deputy director of Globus Education, an education agency based in
Almaty with three branch offices elsewhere in Kazakhstan, says that more and
more, there is a growing middle class who really looks at the value of the
education overseas, and the quality of the programmes offered. In her
observation, the US, Canada, the UK, Australia, and New Zealand are among
the most popular destinations outside the region, and she notes that Globus also
sends students to EU countries as well as Malaysia.
 Other experts in the field, such as Professor Geoffrey David Wilmoth,
director of the consulting firm Learning Cities International, feel Kazakhstan is
poised to position itself as an international education hub in the region. In his
2011 paper Central Asia’s future role in international higher education, Mr
Wilmoth says strong government investment in the sector, a raft of recent
reforms, Kazakhstan’s strategic location, and the development of new
international-standard HEIs, such as Nazarbayev University, all bode well for
Kazakhstan’s ambitions to play an increased role in education in the region.

Words and phrases from the text:

outbound - travelling from a place rather than arriving in it
Estimate - to form an idea of the cost, size, value etc. of something, but without
calculating it exactly
Overseas- connected with foreign countries, especially those separated from
your country by the sea or ocean
Destination -a place to which somebody/something is going or being sent
Ambition - something that you want to do or achieve very much

CONCEPT STUDY
Study the information about the meaning of the concepts related to dual
education.
Definition 1
According to foreign experts, joint degree programmes and dual degree
programmes are “designed and delivered by two or more partner institutions in
different countries.” In the case of Joint degrees, the students receive a single
credential endorsed by both institutions, whereas Dual/Double/ Concurrent/
Conjoint/Simultaneous/ Combined degree students receive a credential from
each of the partner institutions.
US Institutions Expanding Joint and Dual Degree Arrangements Abroad, 2016

Definition 2
According to CIS experts, dual programme implies simultaneous (parallel)
realization of two educational programmes of specialist preparation in different
specialties (fields of expertise/profiles) on the same educational level. On
successful completion of the programme the graduate is awarded two degrees
(qualifications), and the graduate gets two diplomas (in the world educational
practice –joint/dual programme and joint/dual degree).

Definition 3
According to Kazakhstani experts, dual system of specialist preparation is
regarded as one of the most effective forms of preparation of professional-and-
technical staff in the world, and means simultaneous theoretical and
industrial/practical education. It implies the direct participation of the
businesses, industries, network structures in learners’ professional education, as
well as their providing and creating the conditions/environment for learners’
practical education; the University cooperates with these network structures on
the basis of agreements. The dual programme is viewed as one of the possible
ways of integration of interests of business, specialist and state.