Әдебиеттер тізімі

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5. Samipaşazade Sezai, Sergüzeşt. Haz: Zeynep Kerman. - Ankara: M.E.B.Yay., 1999.

6. Zeynep Kerman. Yeni Türk Edebiyatı İncelemeleri. - Ankara: Akçağ Yayınları, 1998.

7. Mehmet Kaplan. Türk Edebiyatı Üzerinde Araştırmalar I. - İstanbul: Dergah yayınları, 1976.

Резюме

В данной статье рассматривается описание проблемы рабства в романах и рассказах турецкой литературы в периоде Танзимат.

Ключевые слова: проблемы рабства, турецкая литература, период Танзимат, романы, рассказы.

Abstract

In the given article is considered the description of slavery problem in novels and stories of Turkic literature of Tanzimat period.

Key words: slavery problem, Turkic literature, Tanzimat period, novels, stories.

Жоғарғы білім беру және шетел тілдерін оқыту әдістерінің дамуы развитие высшего образования и методики преподования иностранных языков

R. Khassenova Master’s degree in teaching Italian старший преподаватель кафедры иностранных языков ЕНУ имени Л.Н. Гумилева Казахстан. Астана

Academic mobility as a key factor of competitiveness in the modern realities of Higher Education

Summary: This article deals with the issue of academic mobility which has been and remains an important aspect of globalization. Different objectives and different approaches to implement them put on the agenda the urgent need to promote academic exchange and the countries succeeding in this matter are flexible and willing to adapt to the new realities of the complex world of higher education.So there is a real need to study and analyze all sides of this process with a view to use it to improve the education system as a whole.

Key words: Bologna process, academic mobility, internationalization, distance learning

Leaving home in search of knowledge is not a new phenomenon, but today the number of foreign students makes more than 2.9 million (45% of which in English-speaking countries-the UK, United States, Canada, Australia), compared with a few hundred in the medieval Europe. Open Doors data show that the number of American students studying in foreign universities has increased in four times compared with 1980. In countries within the European Union there is an even greater number of student mobility programmes like Erasmus, Socrates and Leonardo, which is a bright result of the reforms initiated by the Bologna process. Mobility is extended to new countries as desired destinations for overseas students. China, Singapore and Malaysia have been making great efforts to attract foreign students, which can be seen as a positive trend to this mutual exchange, to changes in the list of countries traditionally sending and receiving students, which had a negative connotation in the past.

In the past students were forced to study away from home for the simple reason of lack of education in their home countries. What is the reason for the expansion of the students now when the situation has changed almost everywhere and education is available everywhere? Academic mobility has been and remains an important aspect of globalization. In the end of the last century, new information and communication technologies radically changed our lives. They have the ability to transfer knowledge and access to them in huge quantities through communications networks. Knowledge and educated people have become key factors for development, the main driving force of growth and development, the main factor of competitiveness.

In 1990 Porter wrote that no country would be able any longer rely on its vast resources and cheap labor, that the comparative advantage more and more would be based on technical innovation and the creative application of knowledge. Internationalization of higher education is a process that involves a multi-faceted curriculum, learning foreign languages and cultures, the opportunity for teachers, scientists and administrative and managerial personnel of scientific research and teaching, as well as internships and exchange of professional experiences in different countries participants of the Bologna process, as well as great opportunities for students receiving full tuition for a degree abroad, or the possibility of partial studies in higher education institutions with subsequent acceptance as training time in a foreign University and the credits referring to fulfill the requirements of the University. The last is called "academic mobility", and for the most part until recently it involved the movement of people, and only in small degree it involved foreign institutions themselves. Academic mobility is an opportunity to shape their educational path. In other words, the educational standards to choose subjects, courses, educational institutions in accordance with their attitude and aspirations. Academic mobility of students is essential for a personal and professional development process, since every participant faces life situations and makes solutions simultaneously with the analysis of his own position and ' alien ' culture. This automatically and often subconsciously develops his certain qualities: ability to choose the way of interaction with the surrounding world; the ability to think in a comparative perspective; capacity for intercultural communication; ability to recognize the lack of knowledge, i.e. knowledge of the lack of knowledge that determines the motivation to learn; the ability to change the self-perception; the ability to view their country in a cross-cultural aspect; knowledge about other cultures that were examined from the inside and others.

The importance of mobility is always present in the Bologna documents. The great Charter of universities says: " as in the early years of their history universities encourage the mobility of teachers and students”. The Berlin communiqué (2003) calls "the mobility of students, academic and administrative staff the foundation for the creation of the European higher education area". The Prague communiqué adopted by the Ministers of education(2001) notes that mobility will allow its participants to "take advantage of the wealth of the European higher education area, including democratic values, diversity of cultures and languages, the diversity of higher education systems”.

The transnational movement of the institutions is not a new phenomenon. Many countries view academic mobility today as an educational exchange, as a prerequisite for sharing knowledge, building the intellectual capital and the ability to remain competitive in a globalizing world. International mobility of students and scholars is even a more ancient phenomenon that has historical roots. Students and academics have always wanted to learn in the best educational institutions in the world. The only thing that has changed is the number of people involved in the process and the ways to transfer knowledge in the age of new communications technologies. There is a number of alternative approaches to the "international education" in response to demand for affordable education that allows many students to stay at home while receiving foreign education. These include distance learning, e-learning courses and the so-called "sandwich" courses, which are taught in the distance. Grey, in his article [1] says that these alternative courses have a tremendous success, as they offer new forms of curriculum offerings (evening classes), new pedagogical approaches. Moodle is one of the European projects to improve academic mobility of students, with the developers of which in Germany we had a great possibility to communicate within the walls of our University in December 2011. This project provides excellent opportunities for distance learning of foreign languages-different options for students, including numerous tasks and tests for knowledge self -control. The project gives you a rough diagram that makes it easier to create new courses, different forms of work on the Moodle platform.

We have an excellent experience of academic mobility in our country, the presidential program “Bolashak” which gave a great opportunity of getting higher education in the best world universities to more than 20000 Kazakhstani students in 20 years of Independence. 200million tenge were invested into the program of academic mobility in 2011, the following year this sum was doubled. Rapid technological progress creates new forms of labour, which in its turn requires advanced skills. Other jobs become obsolete, or disappear. Having already graduated, we face the problem of retraining or obtain a second higher education. With the benefits of e-learning training I’m familiar from my personal life experience. In the academic year 2010-11 I received a grant of the Italian government for the international master's degree course at the University "Università per stranieri di Perugia” with the specialization in teaching Italian as a second foreign language. Participants of the course were my colleagues from different corners of the world with whom I had a great opportunity to communicate throughout a year in different forums, discussing the problems of foreign language teaching, innovations and challenges in teaching Italian language, share experiences of teaching.

It became clear that a new field of study is being given birth to and that scholars are very eager to share and find new ideas on Academic mobility. Closer links between researchers, theorists and practitioners are essential in the future in order to help to improve Academic Mobility. I think that universities must keep working permanently in the following directions:

1. consider the accessibility of education and to produce professionals with entrepreneurial qualities, ability to learn and produce goods and services for the foreign market, able to apply their knowledge in a continuously changing world.

2. traditional education institutions must be competitive in the provision of educational services in the global market of higher education. The Universities are challenged to examine: a) the growing demand; b)new technologies; c)new providers of education services

3.produce new collective forms of cooperation with foreign partners, to raise cooperation effectiveness and systematic interaction of our University with the leading foreign universities in the sphere of joint educational programs realization and academic mobility development, implement the principles of Bologna process. We need to accumulate and disseminate the positive experience of joint international projects and programs in Kazakhstani and foreign universities; create and update special web-sites; assist international academic mobility participants in confirmation, acceptance and equivalence determination of educational documentation; organize international conferences, symposia, seminars and consultations; assist the university departments to exchange teachers, students and postgraduates and to develop new forms of academic mobility. To understand the nature of student mobility we need to find answers to questions such as:

1. Why in some countries, the demand for foreign education is higher than in others, and some countries haven’t such a demand at all?

2. Why some countries are more preferable as a destination?

3. Why foreign States are interested in receiving foreign students?

Many factors influence the choice of the country's students’ learning destinations. Among them, the cost and quality of education programmes for specific fields of specialization, possibilities to enter the country (Visa issues) and the educational institutions, important historical, linguistic and geographic links of the country of residence with the country of destination. Many countries that originally sent their students to study abroad, have developed their own strategies for the promotion of international educational exchange. The new educational agency Education Singapore was founded in Singapore in order to attract by 2015 150000 foreign students. Malaysia plans to draw 100000 to Jordan by 2020 and China 300000 by 2020. The European Union also launched several initiatives to invite researchers in technology alongside with the American research centres and laboratories, that traditionally attract the best and brightest talents[2].

Many countries also have an active policy to return their highly skilled personnel to use their knowledge and skills for the development and growth of the economy of their own country[3]. Not surprisingly, countries such as Singapore, South Korea and Taiwan with highly developed scientific and technological sectors, offering attractive opportunities and compensation of highly educated professionals, have the highest ratings of the return of their nationals. For example, in Taiwan, every effort has been made to provide all opportunities for returning young researchers through the creation of science-based industrial parks. Referring to the high standards of living in developed countries, Malaysia considered the liberation of returnees from the tax system to compensate for the relatively low incomes at home[4]. In China in 2002 due to the imposed system of the independent Commission’s grants for studies there on a competitive basis the number of returnees reached 1800[5]. One of the new players in the field of mobility of education is Pakistan. Founded in 2002, the Higher Education Commission of Pakistan has invested 5million $ to foster academic relations of higher educational institutions of Pakistan with foreign universities. A key strategy was to encourage mutual exchange of highly qualified teachers to provide more students with the access to international education. 4200 students also received scholarships including Fulbright program to complete their education at foreign universities. In Western Europe has become quite a common practice the introduction of joint educational programs that can be shown on the example of Italy, where in 1998-2000 years, much work was carried out under the first programme of internationalisation of higher education in Italy; an amount of 20 billion lires (before the conversion to euro) was allocated for the implementation of the programme . The programme involved 68 Italian universities, 477 projects. 30% of the projects were targeted to give one degree, 70%-to obtain double degrees; The projects involving joint degrees refer to postgraduate studies. 70% of projects are characterized by an interdisciplinary approach. In 80% of cases there are developed scientific programs, among which such as biotechnology, materials sciences, environmental sciences, Earth sciences. All programs are designed for 3 years. Among them there are both bilateral programmes (30%) and three-and multilateral ones. The funding allocated was used to ensure student mobility (from 3 up to 18 months of training in foreign universities-partners), to pay foreign teachers, the development of foreign language courses, etc.

Today, students and academics are so mobile, they are not confined to one country, receiving training, for example, a Bachelor's degree in their home country, a master's degree in another country, and a doctorate in the third to return home and work in one of the multinational European companies. Where once there was a talk of a "brain drain" , now the mobility is interpreted as "brain circulation", "brain gain" and "brain exchange", stressing that both sending and receiving countries mutually benefit in the process. Is there any risk of brain drain from our country's accession to the Bologna process? If our diplomas are recognized in the world, it will facilitate the placement of our graduates in the participating countries of the Bologna process and our task is to offer them the working conditions they may have in the West. Academic mobility has become an integral feature of the modern education and will increase further. So there is a real need to study and analyze all sides of this process with a view to use it to improve the education system as a whole. Different objectives and different approaches to implement them put on the agenda the urgent need to promote academic exchange and the countries succeeding in this matter are flexible and willing to adapt to the new realities of the complex world of higher education.

References:

1. Grеy D. Global Engagement in a Virtual World. //Paper presented at the Assuring a Globally Engaged Science and Engineering Workforce Workshop, National Science Foundation; Washington DC.-2006. - September, С.20-22

2. Adams J.D. Scientific teams and institutional collaboration: Evidence from US Universities; 1981-1999.-2004-Working Paper № 12.р.10640

3. Thorn K. International mobility of researchers and scientists : Policy options for turning a drain into a gain. – 2006 - Research paper № 83 p. С.10- 11

4. Lowell L.B. Policy responses to international mobility of skilled labor.- 2001-International migration papers,№10.-р. 45.

5. Zweig D, Globalization and transnational human capital: Overseas and returnee scholars to China.-2004- The China Quarterly, № 179, С.735-737

Түйін

Мақалада академиялық мобильділік жаһандану дәүірінің маңызды аспектілерінің бірі ретінде көрсетіледі. Түрлі мәселелер және олардың алуан түрлі шешу жолдары күн тәртібіне академиялық алмасу мәселесін қойып отыр. Cондықтан білім жүйесін жетілдіру барысында бұл үдерісті жан жақты зерттеу өте қажет.

Кілтті сөздер: Болон үдерісі, академиялық мобильділік, интернационалдандыру, қашықтан оқыту.