Assistant professor (ASPU, Baku s.)
Globalization of Education and National Universities
The resolution of the global problems of mankind passes through the development of transnational education and transnational science based on innovation technologies. The Bologna Process serves to the realization of these ideas within the European herders to the creation of a common scienc education center in Europe. We join the Bologna Process for the development of the national education system.
The realization of the Bologna Process is easier in the developing countries with the distant learning system. Today in the global education area pedagogical and economic productivity of the distant learning has been already proved. But in the education system of some countries, including our national education system opportunities of the Distant Learning are not evaluated properly.
Evidently, under the globalization impact very servious changes in contents, in technology, and in management of education result in mass export of education services, its technology being the virtual-distant learning. The ICT and especially the Internet application, in the education system today is one of the requirements of information society, the innovative development. Till today education technologies have never possessed a strong support like a personal computer, a gigantic information resource like the Internet. All the developing countries build a virtual education system, because the productivity of education determined by ICT application standard.
Universities ensure competition custaina lity and personnel supply of economic processes of many countries at a global scale, the creation, application and spread of new ideas and technologies. From this account possessing high rating in the global market is a must for all universiteties of the world.
Key words: globalization, education, World Standard Universities, innovation technologies, Bologna Process, Distant Learning System.
1. Globalization problems and education
At the beginning of III Millennium the world global problems have turned into major directions of the scientific, research, social and economic policy. The globalization concept as a scientific and research direction has become the subject of many sciences. Globalization as an all-purpose, large-scale concept having a planetary importance embraces in itself problems touching the destiny of the entire world, mankind. Generally, the main reason of globalization the creation and the development of modern information technologies is specified.
Nowadays information technologies develop with great speed rapidly in different spheres of economy, culture, generally, all spheres of life. The process of development of the states based on knowledge has been on. Under the influence of this process, science-based economy Innovation Society came instead of the information society. The idea of an innovative development of the society constitutes the basis of the development strategy, the development doctrine of many countries. The innovative development of the country must provide transition of industry-based economy to knowledge-based economy. In 2006 the Moscow Meeting of G-8 Ministers of Education and later on the Saint-Petersburg Summit of the Presidents of the Great Eight were dedicated to the discussion of “21 century innovation society education” problems.
If one of the important results of this action is use of the concept Innovation Society instead of Information Society from the esteemed tribune finding its reflection in official documents, other important result was the Moscow Declaration adopted as a result of discussions conducted by Minister of Education of the Great Eight countries on the said theme. The Declaration runs that the resolution of the global problems of mankind passes through the development of transnational education and transnational science based on innovation technologies. It becomes known from the Summit materials that the establishment of Information Society should benefit from the innovative development. Therefore the society of this format is called Innovation Society, but, by the way, the Bologna Process serves to the realization of these ideas within the European borders to the creation of a common science-education center in Europe.
2. The Bologna Process is a globalization factor.
What can joining the Bologna Process make for the development of the national education system? In our opinion, depending on what degree of our preparedness to the Bologna Process this process may be harmful or advantageous for us. In this sense in the education system we must seriously prepare to the application of the Bologna Process provisions, project this process rightly, plan on scientific bases, conduct the process of monitoring, keep its execution under supervision, and efficiently coordinate it with other education reforms carried out in the republic and in the global education system. Otherwise, we shall break the old education system, and fail to build a new education system instead of it. Therefore the entire education society must evaluate rightly the difficulty and responsibility of this work, must accept the process as a task of decisive significance. On the other hand, the Bologna Process has no alternative. Refusal or delaying of the Bologna Process in the future may result in isolation from global processes and impact the national economy. Finally, the refusal from the Bologna Process will negatively effect at first stage number of foreign students at our universities, and later will cause a loss of a big part of the local students. The local students will virtually prefer to receive education in foreign universities. Thus, we must mark that nowadays there are such countries that have no intention to join the Bologna Process. For example, for the last twenty years the most dynamically developing country – Chinese People’s Republic has been observing these problems from aside. Following long-standing discussions CPR intends to build in XXI century its education system in accordance to the Soviet education system. If we take into consideration the economic, political, military potential of this country we’ll see that it is a state of influential power on globalization and even without joining the Bologna Process will manage to maintain its political and economic position in the world. Generally, the majority of the developed countries of Europe and America are participants of the Bologna Process.
Dynamics of the education system of the countries that joined the Bologna Process is a necessaty. In the education system of the European countries there is a dynamic development. So, the other countries that joined the Bologna system should also have a quick education system to manage to keep up with this development. The Bologna Process requirements constantly increase. This convention 9 years ago consisted of five demands in total, now the number has greatly increased and this tendency is continuing. The states newly joined this convention by re-building their national education system, carrying out reforms in this direction, at the same time must learn and take into consideration also the constantly increasing demands of the Bologna Process. There are special international organizations controlling this process (for example, European Association of the Control Over Education Quality). These organizations will carry out a permanent monitoring of the education system of the countries newly joined the Convention. One of the important demands this organization has set before universities is the building of “The Intra-university Quality Management System”.
Today, with the permanently increasing demands of the Bologna Process there is E-Bologna (Electron-Bologna) Convention. The E-Bologna having created a common European virtual educational area, creates conditions for providing the electron education in the common virtual network of universities. We can say with a big probability that in the near future the Bologna Process participants will obtain opportunities for distant training process observation and video-control in the required auditorium from any university by means of the Internet in a mutual form. This is a worthy, as well as very important problem. At this moment any teacher’s lesson will practically gain an “open lesson” status, this “open lesson” at any time, at every corner of the world may have hundreds of observers.
As a result, it will be possible to listen from any European university, evidently a lecture at any university of Azerbaijan and evaluate its quality by means of the Internet. We make a real evaluation of the prospect of rapid development of this system. Because at this moment another important demand of the Bologna Process – the students and teachers’ mobility problem will be resolved more easily, already a real mobility is being replaced by a virtual one will even more accelerate integration processes. The building of the virtual education system of the university can replace the students and teachers’ real mobility problem with the virtual mobility, this can be easier and less expenditures.
We wish to inform with a feeling of regret that in the direction of implementation of the E-Bologna demand in the future we may have serious problems. As distinct from many countries, in our republic the common distant education system has not yet been created in our country, we have spent much time on this issue. The realization of the Bologna Process is easier in the developing countries with the distant learning system, because when being built the Distant Learning System was created already taking into consideration the European standards. On the basis of the distant learning experience it is easy to apply the European education standards. The distant learning has developed world wide at such level and degree that according to forecasts, in 2010 70% of the world universities will provide education on the basis of this technology. Today there are already plenty of universities which virtual students’ number is more than one million. The budget of some mega-universities is more than a billion dollars. In the global mega-universities of the in the near future the number of students getting education can increase to 10 million, from a technological point of view this is now a possible affair. At the cost of students of the countries with higher education institutions (HEI) system being weak and of low grade, a stream of students of the mentioned universities to the global mega-universities is expected in the future a rapid development of the mega-universities is real. The global competition in the labor market will push people to receive more qualitative education, thus, in the global education competition the mega-universities “will destroy” weak and small universities. In such global education competition small countries and countries investing little capital in universities will lose.
The mega-universities being virtual education institutions already bear a transnational character, on the basis of a wide application of ICT works in a distant form, will work in the format of “borderless education”, “timeless education”.
Today in the global education area pedagogical and economic productivity of the distant learning already without a doubt in anyone, disputes around this issue long ago (in the 90s of the last century) unambiguously confirmed that distant learning being a productive, innovative education technology.
The distant learning develops fast, many countries, including a number of the CIS countries productively use the distant learning, gained much experience in this sphere. The distant learning is the most productive organization of Open Education a guarantor of incessant, life-long education. Nowadays UNESCO is running a work in the direction of organization of the Virtual Network University.
In the Virtual Network University without any area and time limit, irrespective of age, sex, race, nationality any world resident can receive education in virtual. Globalization processes gives a strong push to a rapid development of the Distant Learning. The base of the Distant Learning system is made by dynamics of the world, the society, human reason and education, the idea of transition from “life education” to “lifelong education”. The Distant Learning model is a historical stage of the development and progress of Information Society, a pressing demand set by Information Society before the education system in the globalization condition irrespective of education policy of any state. In the developed countries educational forms are rapidly integrated in the Distant Learning system, a common education area is created.
Today for self-confirmation by universities in the global area productive building of international relations existence there is a necessity of a special portal in the Internet. Any university can place its standards in its portal, training plans and programs, statute, development concept, action plan, projects it executes, innovations in the education system, achievements in the sphere of science and education. In its portal it can also place information about electronic training resources it elaborated, its international relations information on its personnel potential, texts of seminars, lab trainings, lectures, the list of conferences it organizes, audio- and video archive of these conference materials and other necessary information in digital format. International institutions controlling quality of education, students and other education services in any country of the world will get necessary information about the activity of the university, will be able to track information on teachers’ knowledge standard and the facilities of the university, shortly, the university life on the basis of information placed in the consumers’ portal. During this process, naturally, the international image, rating of the university is determined mainly by the standard of teaching staff working there. What certificate the teacher has, how many scientific works accepted by the scientific society, of what courses on improvement of skills and other issues he is author attain importance. Evidently, very serious changes happen in education under the globalization impact, the education systems of different countries are rapidly integrated.
Changes in education display themselves in contents, in technology, and in management. Being an important capital, commodity enables to present the educational system as a commodity. According to World Trade Organization (WTO) requirements, education already being a service type is a commodity, an object of purchase and sale. In the global space education is already viewed as a sector of economy, a business sphere. In the world market the price of education services is about two trillion dollars. This market sector can be compared to energy-carriers market. If we take into account that in the world oil and gas resources, energy resources are gradually exhausting, and information resources are rapidly increasing and the need for learning this information, as a result, education service is dynamically growing. Thus, the information resources market, the education market gradually becomes the owner of a big financial capacity. The developed countries have already realized the truth and prepare projects for the mass export of education services. Its technology is the virtual-distant learning. Such idea has formed throughout the world that Distant Learning is the business of XXI century – information century. Countries like the USA, the Great Britain, Australia, and Canada every year give millions of foreign students on-line education by means of distant education, now take profit totaling several billion dollars. Evidently, education both from ideological viewpoint and the national development viewpoint, as well as being the service market, is under a serious impact of global processes like a sector of economy. Today education should be viewed not as a means of getting a diploma, but as a stronghold of the national interest in the global processes.
3. Global Education Services and ICT
ICT, and especially the Internet have had an important role in spreading globalization throughout the world. The global character of information, science and ideas determines the speed of globalization. ICT’s role in these processes is crucial. Global economy, knowledge-based economy forms and develops. In the basis of this economy there is science, education, innovation, information stream, and the main means and technology of this economy is ICT itself. The basis of Information Society is education; its superstructure is the knowledge-based economy.
The ICT application in the education system today is one of necessary requirements, needs of the globalizing world, information society, the innovative development. Therefore the basic distinction of the global education system from the traditional education system is due to its technological market. The global education system is directed at maximum benefiting from potential opportunities of computer and telecommunication technologies. In connection with the necessity to modernize the national education system, methodological bases of this process President of the Azerbaijan Republic, Mr. Ilham Aliyev’s letter addressed to the participants of the XIII Congress of the Azerbaijan Teachers runs: “We are entering today the formation of the Information Society and knowledge-based type economy, globalization challenges set new duties before the entire world education system. The XXI century gained the name of “Education Century” demands renovation and modernization of the Azerbaijan education too.” The demand Mr. President set before the education sector is on “Renovation and modernization of the Azerbaijan education” requires relevant information for education, the intensive use of ICT in the education system.
The new education system arising as a result of the ICT application, many times increases people’s intellectual opportunities, makes it possible to learn more information at less time, qualitatively, to apply the virtual education system. To carry out this work productively, a number of terms should be taken into consideration. The future builders of Information Society starting from the school age should establish communication with new information technologies, should learn how to use it freely. As it is in many spheres of the human activity, the application of modern ICT also in education can greatly increase the productivity of the activity. From this point of view at different stages of education the scientific analysis of computer system application opportunities, the application of the gained results in training are of pressing problems of pedagogical science. Computerization of education institutions, opportunities of the Internet application at various spheres of education open new horizons in the education sphere. Till today education technologies have never possessed a strong support like a personal computer, a gigantic information resource like Internet. There is no such technical means able to be compared to ICT thanks to its didactic materials. In Information Society the productivity of education is determined by ICT application standard. That is why all the developing countries build a virtual education system.
President of the Azerbaijan Republic, Mr. Ilham Aliyev has a strong intention to turn the country into a leader state on ICT in the region, has set a concrete task to the education society, particularly to the Ministry of Education: “To apply the most advanced technologies existing in the world must be a priority duty of the Ministry of Education. In Azerbaijan virtual lessons, new technologies should be widely spread and all schools must be covered. This is a big, complex process requiring huge finances. However, we must do it because we must face the future.” The stage-by-stage implementation by the Ministry of Education during the next 10 years of this obligation (a mega-project according to its content and capacity) set by President of the Azerbaijan Republic, may give a serious push to the global integration of the national education system. For this, first of all, it is necessary to build a distant learning system in the republic. By this education technology we can bring to our republic the advanced world education model. In this case thousands of young people receiving education can be organized virtually, if such opportunities arise in the execution of the respective State Programs concerning young people’s education abroad, it can be both qualitative and cheaper, and at the cost of saved finance national virtual education can be developed. In the future building of the national virtual education system on the basis of this experience we will be able to export our own educational potential (today more than 50 million of our compatriots live in the world, in this way we will be able to create a condition for them to receive distant learning in the native language). In this case the invested financial means can be proved in a short time. Today the countries that are not building their distant learning system, not developing their national virtual education, tomorrow will end up with nothing and stay aside from the global education competition.
4. World Standard Universities in the global education area
The concept “world standard university” has recent years been used in the global education area. This concept embraces a productive activity in the sphere of creating and spreading of high potential, knowledge guaranteeing competitive sustainability in the world market on high quality of scientific and training activity, professional educational service in the vocational training. Today students irrespective of national borders wish to become students of the best universities from the economic viewpoint. And the governments in turn make efforts to gain maximum advantage from investing in universities. From this on account of this possessing by a high rating in the global market is a must for all universities of the world. On the other hand, the concept “World Standard University” bears a paradoxical character: all aspiration to gain a high rating, however, its most productive way is not known so far. The university, naturally, is not in a position to grant itself the status of "World Standard University". The elite university status should be accepted at the international level. To gain such status is a big achievement for any university and it provides a big international dividend.
Certain objective methods of "World Standard University" classification have been created. The major part of these methods is directed at determining of the intra-country ranking table. The International Ranking Table is basically the supplement of the newspaper “Times” and the table “Academic Ranking of World Universities” prepared by the Shanghai University. These ranking tables are determined on the basis of objective and subjective data received from universities themselves. “Times” determines the best 20 universities of the world. The purpose of this project being realized is to evaluate the academic standard of universities at a global scope. At this time quality of research made at universities the training standard, and the international prestige of the university are taken into account. This action carried out since 2004 is considered to be of the most serious projects realizing an international comparison in the sphere of university education. The ranking table is determined among 4 thousand academicians working in different universities of the world.
At the same time “Academic Ranking Table of World Universities” prepared by the Shanghai University determines the best 500 universities of the world.
There are several characteristic distinctive features of a university with a World Standard University: a high-specialty standard of the staff, important results of the scientific research, qualitative training, existence of big-volume financial resources in the state and non-state sector of the university, the number of students from foreign countries, unfortunately, number of highly talented students, academic freedom, exact determination of independent management structures, material-technical base for students’ life, every-day life, education and research activity.
The general characteristic of the universities occupying the first 30 places in the international ranking are the following: talented persons’ highly-graded concentration (capable teachers and students making majority), existence of managerial system enabling application of innovations in universities, a qualitative resource supply creating maximum opportunity for education and research.
In the ranking table of the supplement on “University Education” of the newspaper “Times” Harvard University takes I place, Cambridge – II place, Oxford and Yale Universities share III place. Generally, 50 of the first 100 universities from this list are the USA and the Great Britain universities.
Governments of many countries understand the necessity of the presence of their universities in the list of leaders of the global intellectual and scientific development. For example, in 2005 in the supplement of newspaper “Times” as a result of the world universities ranking evaluation the two strongest universities of Malaysia during one year suddenly descended 100 steps in this ranking table. In spite of such serious difference was mainly connected with the change of evaluation methods, nevertheless, this information shocked the Malaysian public. The society painfully met this fact; was made a decision about creation of a special state committee. Such quick response to the situation was not accidental. The development program adopted by the country was directed to building of knowledge-based economy in Malaysia and to strengthening of the role of universities in this process. Unfortunately, concern of the government and the public related to the ranking table of the national universities was associated with the fact that the dependence of the economic development and the country’s competitive sustainability on the global scope on science, knowledge and the university education was well known to the public.
In 1999 the World Bank Report “The World Development” was mainly dedicated to emergence of the knowledge economy. In this report the analytical scheme of transition to knowledge-based economy was interpreted. In the report there are marked 4 important strategic factors:
1. Creation of an adequate economic institutional system.
2. Development of a strong human capital base.
3. Advanced information infrastructure.
4. Development of a productive national innovation system.
Universities have an important role in the development of each element of this base scheme. However, in the creation of a strong human capital base and in the formation of a productive national innovation system the role of universities is bigger. Universities ensure competition sustainability and personnel supply of economic processes of many countries at a global scale, creation, application, and spreading new ideas, technologies. One should note that it was characteristic also for the industrial revolution focused at university education knowledge. Namely during this period the stage of arising of scientific-research institutes and development of national academies of sciences started. Today, as a result of widening of the economic development, universities develop as training and scientific and research centers. For example: the recently elaborated “Global Summary on Patent” notes that in the bio-technology sphere driving force of scientific progress is not companies, but universities and research centers.
5. Azerbaijan universities in the global education area
On the background of the analysis we have carried out a question arises: we wonder on which position can our universities stand in the ranking table of the world universities today?
The national universities of many countries developing under the impact of rapidly establishing Information Society and the global processes, including our national universities fall behind the world standard university much. Unfortunately, in the official ranking table of the world universities not a single Azerbaijani university is listed among the first 1500 universities. From this point, move up of our national universities to the level of the Bologna Convention requirements, becoming integrated in the European education area by 2010 do not seem real. The education reforms being realized, the education projects being implemented in the republic not resting on the scientific fundament have resulted in the failure of our national universities, generally our education system to meet requirements of Information Society and global challenges, and this may create serious problems in the social and economic development in the future.
As we know, any process is better understood in comparison. For determining in which position the Azerbaijan universities are, let us make certain comparisons. To determine our approximate place, first of all, let us compare the level of the Azerbaijan universities with the neighboring Russia’s universities. As it is known, creation of innovative universities at the innovative society requirements level today determines the development strategy of the education institutions. For this reason, recent years for the creation of Innovative universities in the Russian Federation innovation Education Programs are being organized. Within the framework of this competition 56 of 1000 universities in RF being the competition winners received from the state large-volume investments for the realization of the Innovative Education Programs they’d elaborated. With this purpose during the last two years one billion dollar was spent. Depending on projects submitted by the universities investments from 10 million to 40 million dollars were allocated in each of the 57 universities the competition winners. As a result of these investments problems of creation of education environment giving the universities an opportunity to preparing specialists meeting the Innovation Society requirements, scientific provision of the innovative education process information support of the innovative education process (formation of the information education area), and integration in the international education area find their productive solution. For example, Tomsk Post, Management, Radio Electronics University carried out 75 projects, spent 30 million US dollars within Innovation Educational Program. Only the preparation of the application of score system 150.000 dollars have been spent in this university. The Saint-Petersburg Pedagogical University named after a. Gertsen carried out 95 projects, spent 10 million USA dollars in the framework of Program. The Academy of Economy named after Plekhanov during the 2006-2007 academic year carried out 296 projects and spent 49 million USA dollars on these projects and so on. These facts can be shown with concrete figures for each of the 57 RF Universities –Competition winners.
If we take into consideration that in the country also in 1995-2005 numerous Federal Education Programs were implemented, (including one billion dollars Russian Federation’s “Common Information Education Area Formation” Federal State Program), big-volume projects for the University education development were prepared and carried out, one can approximately imagine the dynamics of development of the university education in the Russian Federation. The majority of these Universities created hundreds of electronic manuals on subjects in training plans, prepared and executed at a high level virtual training projects, built a productive distant learning system (in this country the majority of the universities render education service through distant way, more than million students receive education by distant).
Works done in the sphere of computerization of education of any provincial university absent in the first 30 universities on the Russian Universities intra-country ranking table, for example, the Tomsk State university made more in this sphere than all the universities in our republic. We have not yet reached the level of works in the sphere of education done 10-12 years ago by the Amurski Regional Blagoveshenski Pedagogical Institute absent in the list of the first 100 universities in the intra-country ranking table of the RF Universities. It is enough to log in the site of the next Daghestan State University and to compare from quantitative and qualitative point electronic resources placed there with analogical investigations being carried out in the Azerbaijan universities that we make a real evaluation of our development level. One can make many such comparisons. Those who are interested can continue such analyses in the Internet.
Master preparation for the Azerbaijan universities is a relatively new sphere. An interesting scientific conference on the subject “Master Preparation in the Bologna Process Context” has recently been organized in the Azerbaijan State Economic University. Reports have made known that it is already a period of more than 10 years as the preparation of holders of a master’s degree has been carried out in the republic, however, in this direction no scientific-methodological, scientific-research has been implemented, in this direction, one can say, finance has not been invested in education. That is, today the training-methodic provision of the magistracy preparation either is not ready, or has been prepared on a voluntary basis (that is, free of charge). What can quality of “the project” executed by teachers receiving small income be in the market economy? While in RF in the framework of Innovation Education Program a lot of universities have executed separately several-million-intensive projects on the preparation of holders of a master’s degree.
And let’s compare the rapid development of RF universities with the development at the global level. As we’ve noted above, in the supplement of the Great Britain’s newspaper “Times” on “University Education” a traditional ranking table of the 200 strongest universities of the world is published every year. In the 2006- table in list of the world’s 200 leading universities there were only two of RF universities – the Moscow State University and the Saint-Petersburg University. According to results of the poll conducted in 2007, in the line of the best 200 universities there is not even one university belonging to the Russian Federation. According to the result of 2007 in the academic ranking of the world universities prepared by the Shanghai University in the world’s 500 prestigious universities list there are all in two universities belonging to the Russian Federation. In another table there are in total 10 universities belonging to the Russian Federation.
All these facts show that in the Russian Federation even though, every year plenty of means (in the sum that can be counted in billions of dollars) is invested in the innovative development, though thousands of big scientific-methodic projects are carried out to have the university education system achieved the global requirements standard, these investments are very little as compared to the development rate of universities at a global level. That is, the new world universities develop with such rate, investments are allocated at such level, education, generally, has reached such capital-intensive level that even the Russia universities being today in a lot of issues ten times stronger than our universities, fail to occupy a position for themselves in such global ranking table. Today there are such world-standard universities that their budget is totaling several billion dollars.
These comparisons inform us though approximately in what position the Azerbaijan national universities are in the global rating. To gradually change the situation for the better, an education doctrine, strategic program embracing the future 25-year development of the Azerbaijan national university education should be elaborated, in the execution direction of these program 100s of projects should be elaborated and financed, executed at the international level. Generally, we have not managed yet to pass to a normal financing practice of elaborating and executing scientific-methodic projects serving to raise quality of still direct university education. Still means are not allocated or allocated in small volume to the implementation of scientific-intensive theoretically and practically significant education research of projects of this type, naturally, such approach cannot be productive. Intellectual, science-intensive projects should find their solution at the international standards level. Therefore, first of all, projects should be financed at the international level. With this purpose, one should courageously use also extra-budget funds of the universities. The execution of all projects of this tendency should be executed namely by the universities themselves (as it is in the international practice). Such investment in the future can give universities opportunities to earn more extra finance, to be competitively sustainable at the international level.
The order about “Integrating of the Azerbaijan Republic Higher Education Institutions System in the European Educational Area”, signed by President of the Azerbaijan Republic, Mr. Ilham Aliyev, and a respective elaboration of a special State Program even more developing the idea “New Schools to Renovating Azerbaijan” today being very successfully realized in the Azerbaijan Republic, brings to agenda the idea “New National Universities to the Renovating Azerbaijan”, puts before the public as a pressing task is creating of modern national universities of the new global standard. On the other hand, at present in connection with the development of science in the Azerbaijan Republic a special State Program is being elaborated. This program and execution of certain projects for creation of techno-parks in the universities, the development of science, innovative thinking in the universities can be a stimulus to lift up the national universities to the global requirements standard.
President of the Azerbaijan Republic, Mr. Ilham Aliyev said at the inauguration of the new building of the Azerbaijan State Economic University: “... let’s take the most positive experience existing in the world, apply in Azerbaijan, adapt to the present situation. ... Strengthening of the material-technical basis modernization of training process should be conducted in parallel. ... In HEI big works must be done in the development of training process. The most advanced, world-scale universities never stop development due to the gained achievements. This is a sphere demanding a permanent reform. ... Innovations of scientific and technical progress in the world, establishment of contacts with leading universities will mean much and play an important role in the development of the education process. And Azerbaijan has chosen this way”.
In order that the national university education meets the global standards, there is a need for a serious increase of the education budget turning universities into investment object.
One of the American presidents once said: “The American universities are prosperous, because America is rich. America is rich, because the American universities are rich.” If we, as an independent country desire to build a rich state in the future, we must invest in human capital, with such a goal we must build rich universities, and time itself will solve the remaining problems. If we achieve this goal we develop as a sustainable state, which is ready to rise to the challenges of globalization.
Ахмедов И.Б. Глобализация образования и национальные университеты
В статье рассматриваются проблемы университетского образования в контексте глобальных процессов. В результате глобализации образования, создания Единого Мирового Информационно-Образовательного пространства университеты развивающихся стран оказались не конкурентноспособными в мировых рынках образовательных услуг. В рейтинге 1500 лучших университетов мира имеются очень мало университетов из стран СНГ. Это связано в основном с недостаточным объемом финансирования университетов за последние 20 лет, слабой подготовкой и реализацией образовательных реформ и проектов, которые часто не опираются на достижения современных педагогических исследований. В этом контексте усложняется присоединение университетов этих стран к Болонскому процессу. В статье даются рекомендации по усовершенствованию университетского образования в Азербайджанской Республике.