Impact of sanctions on international educational migration in higher education: cooperation potential of the BRICS countries
A.R. Saderdinova
Moscow
S.V. Kiseleva
Moscow
IMPACT OF SANCTIONS ON INTERNATIONAL EDUCATIONAL MIGRATION IN HIGHER EDUCATION: COOPERATION POTENTIAL OF THE BRICS COUNTRIES
In spring 2022, Russia announced its withdrawal from the Bologna System of higher education, which was officially confirmed on May 24, 2023 by Valery Falkov, the Minister of Science and Higher Education. This decision, which was taken against the backdrop of a complex geopolitical situation, raised questions regarding the future of the Russian higher education system and its international integration. [7]
Russia joined the Bologna Process in 2003. The process, which began in 1999 as a result of the Bologna Declaration, was intended for the establishment of a common European higher education area, standardizing educational programs and facilitating academic mobility. The key element of the Bologna System is the two-level structure: Bachelor’s degree (3-4 years) and Master’s degree (1-2 years). The system also provides for a credit system that facilitates the transfer of students between universities in different countries. The European Credit Transfer and Accumulation System (ECTS): a system for evaluation of academic workload that permits students to easily transfer credits between universities in different countries. One credit usually corresponds to 25-30 hours of student’s work. [8]
The sanctions imposed against Russia in recent years have significantly affected many areas of life, including higher education. These changes are both direct and indirect, and their impact can be observed in different aspects of the operation of educational institutions, student mobility, research, and the implementation of international standards.
Russian scientists S.V. Ryazantsev, T.K. Rostovskaya, V.I. Skorobogatova, and V.A. Bezverbny offer an extended definition of academic mobility. They consider it not only as a physical movement (migration) but also as willingness for such a relocation. At the same time, not only teachers and scientists but also students are considered to be the subjects of academic mobility. [6] There have been significant changes in the trends of academic mobility in Russia. The Minister of Science and Higher Education of the Russian Federation, Valery Falkov, noted that these changes are of unilateral nature and require adaptation. Despite the termination of cooperation with some European partners, the Russian higher education system remains open for cooperation with all interested foreign partners.
According to Global Dialogue, the number of Russian students studying abroad has significantly decreased. In 2019, there were 59.2 thousand Russian students, and in 2020 – only 22.8 thousand (62% decrease), which is attributed to the COVID-19 pandemic and travel restrictions.
Although there was some recovery in 2023, Russian students faced difficulties related to the sanctions: prolonged visa procedures, difficulties in paying tuition fees due to the embargo on Russian bank cards, and high fees when paying through banks in other countries. [4] As a result, by the end of the 2022-2023 academic year, about
2,500 Russian students expelled from universities of unfriendly countries came back and continued their studies at Russian universities. [3]
Numerous international scientific magazines refuse to publish articles by Russian scientists, which complicates the exchange of experience and lowers scientists’ ratings. For example, the Journal of Molecular Structure refused to publish an article by an employee of the Moscow State University. The largest publishers of scientific magazines have suspended sales of their products to Russian organizations, restricting access to a significant part of scientific information. One study estimated that 97.5 % of subscription-based scientific information was lost. Scientific research, which requires international cooperation, has also suffered losses. Many Western foundations have stopped funding joint projects with Russian scientists. For example, the European Research Council (ERC) has suspended the participation of Russian researchers in its grant programs. It resulted in a slowdown in such fields as biotechnology, physics, medicine, and IT, making it more difficult to conduct
high-level research.
Respected rating agencies such as Quacquarelli Symonds (QS) have suspended their work in Russia, excluding Russian universities from their ratings. Russia’s withdrawal from the Bologna System raises concerns about the recognition of Russian diplomas abroad, which may complicate the employment and further education of graduates abroad.
Russian universities are actively seeking partners in Asia, the Middle East, and Latin America in the face of sanctions, increasing cooperation with universities in BRICS countries. By 2030, McKinsey & Company predicts that two-thirds of the global middle class will reside in the Asia-Pacific region. [1] This creates a huge demand for education, healthcare and other social services. It is predicted that, by 2030, half of university graduates will be from India and China, while only a quarter will be from Western countries. It assumes the need for intercultural interaction and communication for Western graduates. [2]
Traditional Soviet model of education, as well as the model based on the Bologna Principles (due to excessive commercialization), do not meet the requirements of the modern global economy. Russia and other BRICS countries are striving to create an alternative model based on fundamentalization, humanization, and ecologization of education with a focus on internationalization and preparation of specialists for international cooperation.
The BRICS Network University is an example of such an alternative model. It is a network of higher education institutions of the BRICS countries (Brazil, Russia, India, China, South Africa) cooperating in the field of education. The main objective is to develop an educational model that responds to the challenges of the global economy and takes into account the cultural background of the participating countries. The key directions of the BRICS Network University activities are: (specific directions of activities from sources are not provided). The costs of establishing the university are expected to be divided between China and Russia, with the participation of the other BRICS countries. The BRICS Network University was established in 2015 through the signing of the Moscow Declaration and the Memorandum of Understanding.
In general, Russia’s reorientation towards the East in education is a strategic step aimed at ensuring adaptation to the rapidly changing global landscape and establishment of a competitive education system.
Russia’s withdrawal from the Bologna system is a complex process that cannot be definitively evaluated. The system had both advantages (comparability of educational results, academic mobility, unification of programs, mutual labor migration) and disadvantages. Unification and comparability of results led to brain drain abroad, and Russian diplomas have not received widespread recognition in the West. [5]
With the growing role of education and science in countering sanctions pressure, the Russian government and the Ministry of Education and Science are developing mechanisms to adapt to external challenges. This process includes the development of a specific model of higher education that will replace the Bologna system, starting
in 2026. The new system will include basic (4-6 years) and specialized (1-3 years) levels of education, as well as postgraduate studies within vocational education. The purpose is to ensure the scientific, technological, and production sovereignty of the country.
BRICS cooperation in education and science can be an important factor in countering sanctions and ensuring dynamic development. The BRICS countries have already demonstrated successful cooperation in other areas such as economics, trade, and technological development, which provides a favorable opportunity to expand cooperation in education. Interaction can compensate for the losses from the withdrawal from the Bologna system by providing Russian students and academics with access to international expertise and resources.
References
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