National Policy for Academic Mobility in Russia and the Brics Countries: 20 Years of the Bologna Process Implementation

AuthorD. Teplyakov - O. Teplyakova
PositionTyumen State University (?yumen, Russia) - Tyumen State University (?yumen, Russia)
Pages5-26
BRICS LAW JOURNAL Volume V (2018) Issue 1
ARTICLES
naTIonaL PoLICY FoR aCaDEMIC MoBILITY In RuSSIa
anD THE BRICS CounTRIES:
20 YEaRS oF THE BoLoGna PRoCESS IMPLEMEnTaTIon
DMITRY TEPLYAKOV,
Tyumen State University (Тyumen, Russia)
OLGA TEPLYAKOVA,
Tyumen State University (Тyumen, Russia)
DOI: 10.21684/2412-2343-2017-5-1-5-26
The article analyses the Russian Federal Education Programmes from the aspect of
their impact on student and academic sta mobility. The subject of the analysis is the
programmes adopted for the period 2000 to 2020 and their implementation repor ts.
A cluster of academic mobility forms compiled by the authors is based on two groups:
academic sta and students. The forms of academic sta mobility have been identied
as: (1) a migration ow: outward and incoming; and (2) purpose: teaching and research.
The forms of student mobility have been identied as: (1) migration ow: outward and
incoming; and (2) purpose: credit mobility and degree mobility. The cluster is based on
the National Reports on the Implementation of the Bologna Process by dierent countries
from 2012 to 2015 and the Russian Federal Education Programmes. The analysis nds
that academic mobility in Russia has been an indicator of the development of education
programmes for almost 20 years. During this period, the government’s approach to
academic mobility has undergone a change from a simple reference as an expected
result to the establishing of quantitative indicators. The four quantitative indicators of
academic mobility have been in place since 2000. As a result of the analysis, the authors
conclude that among the forms of student mobility the most developed is the incoming
degree mobility of international students. The student out ward credit mobility is the
least developed of the four indicators. In the current situation, it is necessary to reform
and liberalise the recognition of study abroad periods for Russian students. Without
BRICS LAW JOURNAL Volume V (2018) Issue 1 6
reform, it will be dicult to achieve the target set by the government to have 6 percent
of students studying abroad for at least one semester by 2020. The data for 2016 show
that only a few higher education institutions have approached the target. The authors
also identify problems relating to academic sta mobility.
Keywords: academic mobility; credit and degree mobility; internationalisation of
education; outward and incoming mobility; Russian Federal Education Programmes.
Recommended citation: Dmitry Teplyakov & Olga Teplyakova, National Policy for
Academic Mobility in Russia and the BRICS Countries: 20 Years of the Bologna Process
Implementation, 5(1) BRICS Law Journal 5–26 (2018).
Table of Contents
1. International Discussion on the Forms of Academic Mobility
1.1. Discussion about Mobility:
Study Abroad and/or Within One’s Home Country?
1.2. Discussion on the Period of Mobility
1.3. Discussion on the Forms of Mobility
2. Mobility Indicators in Russian Federal Education Programmes (FEPs)
2.1. Russian Federal Education Programme (2000–2005)
2.2. Russian Federal Education Programme (20062010)
2.3. Russian Federal Education Programme (2011–2015)
2.4. Russian Federal Education Programme (2013–2020)
3. Academic Mobility in the BRICS Countries
Conclusion
The formation of the academic mobility system began in Russia from the date
of the signing of the Lisbon Recognition Convention in 1999 and the Bologna
Declaration in 2003. Russia took responsibility for establishing academic mobility
mechanisms and joined the European academic mobility scheme.
Russian national educational policy is reflected in the Federal Education
Programmes (FEPs). For the period 2000–2020 ve FEPs were adopted, one each in
2000, 2006, 2011, 2013 and 2016. Academic mobility is the target of the FEPs 2000–
2020. Quantitative and qualitative indicators of academic mobilit y have improved
under the FEPs. The main trend in the programme indicators of mobility is expanding
the forms and actors of academic mobility. In Russia, state policy and regulation
have a great inuence on educational institutions, which have low initiative and
autonomy. This feature is reected in academic mobility as well. Until 2005, there

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