The Impact of International Virtual Exchange on Participation in Education Abroad

International virtual exchange is gaining popularity as an innovative approach to providing international experiences to students, particularly considering the COVID-19 pandemic. However, little research has been conducted on this unique teaching approach or how it fits into university comprehensive internationalization plans. In this paper, we develop a simple theoretical model to explain the impact of taking international virtual exchange classes on students’ decisions to subsequently study abroad. We use a linear probability model with a longitudinal panel that follows 39,381 students through their entire academic career at a large American university to estimate the impact of international virtual exchange and foreign language courses on the probability of subsequent study abroad. Based on our preferred matching model, which accounts for observable differences in student characteristics, we find the likelihood a student will subsequently study abroad approximately doubles if they take an international virtual exchange course.

Intellectual and Practical Education and its Patronage in the Northern Highlands in the Century after the Reformation

This two-part article presents a holistic approach and a comprehensive background to intellectual and practical education in the northern Highlands before the SSPCK. It underlines the way in which intellectual and technical education was experienced, consumed, but also encouraged in one culturally heterodox part of Scotland, essentially the northern Highlands, with its population of Gaels and non-Gaels, from around the Reformation until the mid-seventeenth century. The first part will investigate education through the institutional system of schools and universities as well as education abroad and the patronage of education. It demonstrates that a number of northern Highlanders fully embraced the educational opportunities presented to them by the Crown and by local agencies. As a result, State formation and the integration of the region gradually unfolded through soft power and the shaping of minds. Northern Highlanders, mainly but not solely the clan elite, exploited the educational developments of the time and fully participated in and supported the broader dynamic of education and culture but at times balked at funding it. The education in the northern Highlands presented in this article thus appears much more in flux and less antagonistic between the area and the educational structure developed by the Crown.

IMPLEMENTING INCLUSIVE EDUCATION ABROAD (ON THE EXAMPLE OF THE SCANDINAVIAN COUNTRIES)

The article deals with the implementation of inclusive education in Ukraine in the context of its integration into the European educational space. The list of legislative and normative bases (international and national levels), which regulate this process, is given. The relevance of studying foreign experience on the research problem, primarily countries that are exemplary in the context of the realization of inclusion to the educational field, is substantiated. The article aims at revealing the peculiarities of the implementation of inclusive education in the Scandinavian countries (on the example of Finland, Sweden and Norway). Theoretical analysis of the problem of implementation of inclusive education in the Scandinavian countries is presented. In particular, the stages of origin and development of inclusion and inclusive education. The features of its implementation in today’s conditions are described. The general trends that characterize education systems in Finland, Norway and Sweden in the context of their inclusiveness are revealed: a) understanding the concept of “inclusion” in the broad sense, which takes into account various characteristics (gender, age, disability, place of residence, ethnic and social origin, etc.); b) partial or total deinstitutionalization of special education institutions and integration of all children into general educational institutions; c) a team approach to the realization of inclusive education, etc.Prospects for further scientific research, which relate to the study of foreign experience of the preparation of future teachers for working in the inclusive environment, are outlined. Keywords: inclusion; integration, inclusive education; democratization; educational institutions; children with special educational needs; foreign experience; Scandinavian countries.

International Educational Migration: Case of Kazakhstan

This article is devoted to the issue of the current state of international educational migration from Kazakhstan. The article discussed the very essence of migration processes, the problems of this issue, identified the reasons for the increase in the number of those wishing to study abroad, considered the positive and negative consequences of the educational migration of Kazakhstanis and identified recommendations for stabilizing the issue of youth migration. With the development of globalization, the trend of getting education in foreign universities is increasing among young people. The multiple growth in the pace of development of educational migration around the world brings the formation of a carefully thought-out migration policy of states and the adaptation of foreign students to new living conditions to the very top of international agendas. In modern realities the issue of regulating educational migration in the Republic of Kazakhstan is becoming the most acute. Every year more and more young people from Kazakhstan prefer to get education abroad. For students there are a lot of advantages to get an education abroad. However, educational migration today has an impact on the state in several areas: the economy of states, foreign and social policy. And this influence is not always positive. The trend of educational migration of Kazakhstanis abroad carries the risks of a brain drain, since many young people after completing their studies in foreign institutions are in no hurry to return. With their foreign diploma they get a prestigious job and leave Kazakhstan forever. Today Kazakhstan needs effective mechanisms to prevent the outflow of students such as improving the quality of domestic education, facilitating the conditions for obtaining education, increasing the prestige of Kazakhstani universities, etc.

Educational Policy of Kazakhstan in the Context of Youth Migration

Educational migration largely determines the dynamics and nature of the country’s economic development and is viewed as a factor in increasing the country’s competitiveness and building up human capital. In this context, an increasing problem for Kazakhstan is the regulation of educational migration in the context of fierce competition in the international market of educational services.A review of publications showed that the issues of regulating educational migration from Kazakhstan are not widely covered in scientific discourse. There are practically no scientific works on the political and legal aspects of youth migration. But even if there are such publications, then, as a rule, they are devoted to the analysis of youth migration in Central Asia in general. The relevance of the study is determined by the gradual expansion of educational contacts of Kazakhstan with other countries and the need to identify the competitive advantages of foreign educational systems over the national higher education system of Kazakhstan.The purpose of the article is to consider the main motives, causes and consequences of educational migration from Kazakhstan, to analyze the activities of the authorities and ways of regulating youth migration, develop new effective methods for regulating external migration processes and provide recommendations on minimizing the risks associated with the outflow of young people from the country.In order to identify the main trends and development of educational migration from Kazakhstan, the study was carried out on the basis of collecting information through a questionnaire, as well as its detailed processing and content analysis. Kazakhstani students studying in Russia took part in the survey. The sample consisted of 183 people.As a result of the study, the main reasons for the dynamic growth of educational migration from Kazakhstan were identified, such as the high quality of education abroad, the availability of education in Russian universities, comfortable learning and living conditions for Kazakhstanis, etc. Recommendations for authorities on regulating educational migration that can be used by other countries facing the problem of the outflow of youth abroad in order to receive education. The results of this work can be useful to scientists and teachers engaged in research on various aspects of educational migration in Kazakhstan.

Differentiation and Individualization of Primary School Education Abroad

The article presents the main results of a critical analysis of the global trend, which is aimed at implementing an individual approach to teaching younger students. The characteristics of the features of primary education in the leading countries, whose primary school students demonstrate a high level of educational achievements in the course of international monitoring studies and occupy corresponding places (Finland and Singapore) are given. Attention is paid to the approach to selection, current forms of work and encouragement of especially gifted children in the US primary education system, which may turn out to be interesting and useful for domestic teachers. Methods of organizing the process of individually differentiated education of primary school children based on proven experience of working with them are considered.