Development of higher education, mobility of students and teachers. International academic mobility programs for students

In the 2015/2016 academic year, the following students took part in academic mobility programs:

Below you can read reviews from some students currently undergoing internships at foreign universities, as well as host program directors.

Baginskaya Irina (Busan, Republic of Korea):

I'm currently doing an internship at Busan Foreign Studies University and I really like it here. Unfortunately, there are not very many students studying Russian here (probably this is not customary). I undergo passive practice in teaching RFL and regularly attend Russian language classes. In the near future I will have three open lessons for this group. I really like everything! Teaching in English is amazing! I took three English classes: World Literature, English Competence, English Writing.

IN free time I also help organize Tandem for students studying Russian.

Feedback on the internship of a master's student at the Pushkin Institute at West Bohemian University:

Institute student Alina Artemkina proved herself to be a very talented and responsible teacher. We evaluate our cooperation with her very positively and look forward to further cooperation with the Institute.

With deep respect and Best wishes,
Michaela Peshkova

Abdullina Galia (Helsinki, Finland):

My internship took place at the Finnish-Russian school, and I taught, respectively, Russian as a foreign language and Russian as a native language. The classes were different: 5, 8, 11. In general, I really liked the school.

I was a little surprised that during classes the fifth graders sat not only on ordinary chairs, but also on large inflatable balls. Such an informal atmosphere helps the guys concentrate better and not be distracted from work. Junior and high school During breaks they go for a short walk.

Another feature that I cannot help but note is that Finnish schoolchildren are rather closed-minded guys: even if they know the answer, they will never raise their hands. But it’s not so difficult to interest them: they really love watching cartoons and listening to Russian songs.

In the 8th grade, it was quite difficult to cope with discipline, but despite this, the opportunity to spend good leisure time in Moscow (this is what we talked about in class) interested them.

The classrooms are very well equipped, so teachers can use different technical means, for example, for clarity. It is very convenient at work.

Ravnyaga Ksenia (Kyoto, Japan):

I just arrived for my internship, today is only my second day, but I already have something to tell you.

Let's start with the fact that the 2nd day of my stay here began not in the morning, but at lunchtime, at one o'clock in the afternoon. It was raining in the morning and there was even an earthquake, which I successfully slept through in Russian. I found out after my Japanese friends from Russia started bombarding me with messages and worrying if everything was okay! If you believe the guys, it didn’t shake much.

So, I got some sleep. There were no special plans, so after the morning procedures, feeling that the room was colder than anywhere else, I decided to go and warm up in the common kitchen, where I found like-minded people curled up in neat little bundles in armchairs and sofas) The Japanese calmly played chess and continued to remain confident that since I am from Russia, I can certainly live even on the street. But this is, of course, a joke)) The guys are simply wonderful! And not only the Japanese, but also our entire diverse group))) By the way, in the hostel there lives a boy, half Japanese, half Indian, the son of someone from the administration) and so he is a local star)) everyone adore him, and he loves to be star))) in a word, having told the child about frosts of -30, snow and hungry Russian bears, I went into the room, pulled on a sweatshirt, and a windbreaker on top and went to explore the surroundings. To be precise - one direction of the road.

Now imagine: you are walking along the side of the road, close to the road, because this is usual for the Japanese living in residential areas, cars are driving along the road, but none of them honk at your back, but slowly, slowing down, go around you, At the same time, the driver bows slightly when you turn his head, and when I turn my bright head, as practice has shown, he also smiles and apologizes for driving around so suddenly. Passers-by, workers, drivers, in a word, look with interest. Now the sakura is blooming, I’ll be admiring it and eating a bento kindly prepared by my Japanese friend in the temple garden or in the park tomorrow, today I forgot about food... Would you remember when the air is all sweet and delicate aromas of cherries, when everything is pinkish? -smoky mountains, road amulets and temples for spirits, when the warm rain, saturated with the woody and herbal smell, begins to fall?

But you are right, “war is war, and lunch is on schedule.” I ate my first real Japanese onigiri today. Who doesn’t know - this is a rice ball or triangle, wrapped in dry nori seaweed, so as not to get your hands dirty, without or with filling - imaginable and inconceivable. Mine today was with sour Japanese plum.

Academic mobility is the movement of someone related to education for a specified period (usually from a semester to a year) to another educational institution (at home or abroad) to study, teach or conduct research, after which the student, teacher or researcher returns to his main educational institution. This concept not related to emigration or long period studying (working) abroad,” this definition of academic mobility was given in the recommendations of the Committee of Ministers of the Council of Europe in 1996.

Academic mobility of students, teachers and administrative staff of universities within the framework of the Bologna process is given great importance. The importance of mobility is always present in the Bologna documents. The Magna Carta of Universities states: “As in the distant early years of their history, universities encourage the mobility of teachers and students.” This attitude was developed in the Joint Declaration of the Four Ministers of Education (Sorbonne, 1998): “An open European space higher education carries with it a myriad of perspectives that undoubtedly respect our diversity, but also require constant efforts to remove obstacles and create conditions for learning and learning that will enhance mobility and strengthen cooperation.” It also notes that “at both the first and second levels of higher education, students should be encouraged to spend at least one semester at a university outside their country. At the same time, more and more teachers and researchers must work in European countries other than their own.” Finally, the Bologna Declaration formulates the objectives in this area as follows: “To promote mobility by overcoming obstacles, the effective exercise of freedom of movement, paying particular attention to:

• for students - access to educational institutions and related services;
• for teachers, researchers and administrative staff - recognition and confirmation of periods spent in European countries for the purposes of scientific research, teaching and retraining, without violating their status and legal rights."

The Berlin Communiqué (2003) generally calls “the mobility of students, academic and administrative personnel the basis for the creation of a European higher education area.” The main goal of mobility is to give the student the opportunity to receive a comprehensive “European” education in the chosen field of study, to provide him with access to recognized centers knowledge, where leaders were traditionally formed scientific schools, expand the student’s knowledge in all areas European culture, to instill in him the feeling of a European citizen. The Prague Communication of Ministers of Education (2001) notes that mobility will allow its participants to “take advantage of the richness of the European higher education area, including democratic values, the diversity of cultures and languages, and the diversity of higher education systems.”

“Academic mobility” differs from traditional foreign internships primarily in that, firstly, students go to study abroad, albeit for limited but long periods - from a semester to an academic year, and, secondly, during such internships they They study fully, not only study the language and familiarize themselves with individual disciplines, but take a full semester or year course, which is credited to them upon returning to the base university. We propose to call the “basic university” the university where the student entered and whose diploma he initially wanted to receive. The Bologna process distinguishes between two types of academic mobility: “vertical” and “horizontal”. Vertical mobility means a student’s full education for a degree at a foreign university, while horizontal mobility means studying there for a limited period (semester, academic year). Important note: Since the European Rectors' Address in Salamanca (2001), the Bologna documents have emphasized that “virtual mobility is not a replacement for physical mobility.”

The main concern regarding mobility usually boils down to the fact that an independent student will travel around Europe in search of any university that is willing to accept him for a semester or a year, will receive a degree in this or similar universities required amount academic credits and will require the base university to count them in accordance with the Bologna documents in order to receive your diploma. In one of the reports at the international scientific conference on the Bologna process in Moscow (Russia in the Bologna process, 2004), it was noted that groups of students have been noticed who are consciously searching for those European universities where foreign students are willingly accepted and receive academic credits most easily. However, now the European mobility practice has introduced the ECTS Learning Agreement as an official document, which has a section to be filled out by the sending university with the following wording: “We confirm that the proposed study program has been approved.” This agreement is signed by the faculty coordinator of the sending university and the student himself.

In the Bologna documents there are no restrictions on the number of student trips under mobility programs, however, as part of the implementation of such important provisions of the Bologna Declaration as university autonomy and quality control of education, the university, in our opinion, has the right to fairly strictly control such trips. Firstly, even for reasons of common sense, it is impossible to count credits received not in the specialty being studied: an engineer cannot qualify for credits in, say, medicine. Secondly, the disciplines studied during the implementation of mobility programs must correspond to the year of study (course) and the scientific and theoretical level of study of each specific discipline in basic university. Thirdly, one way or another, the disciplines studied at a foreign university must, at this stage of development of Russian higher education, meet the requirements of the State educational standard higher vocational education. The base university has the right to limit the number of trips for the mobility of a particular student if these trips do not ensure the student’s complete mastery of the study program. If the student insists and, having received the consent of the host university, goes to study at the educational institution that he chose contrary to the recommendations of the faculty coordinator for the Bologna process and the dean of the faculty of the sending university, this university has the right not to count the accrued credits for him to receive his diploma, which, as at a minimum, it will lengthen the duration of his studies due to the need to obtain those credits that are required by the program. European practice organization of student mobility shows that this process, despite all the efforts in general, has not taken on a wide scale. In October 2002, the sending of the millionth “mobile” student abroad under Erasmus programs was celebrated, however, given that so many students were sent in 14 years (slightly more than 70 thousand students per year), and over 10 million study annually in Europe students, this number is small. The imbalance between regions in the exchange of students is obvious: flows of “mobile” students from the north of Europe to Western Europe and from of Eastern Europe there with almost complete absence of reverse flows. In Russian conditions, one can hardly expect a large number of student trips under mobility programs, especially at the first level of higher education - at the undergraduate level.

Those students who study at the Department of Military Training will face additional difficulties. It can be assumed that in the near future the majority of mobility internships will be carried out at the master's level. Important question— the language of academic mobility. The Bologna Declaration is sensitive to the preservation of the languages ​​and cultures of the continent, but the need for common language European education puts forward English to this role. Training is most often carried out in English, but it is constantly emphasized that the student is encouraged to study the language of the host country, for which the host university is called upon to organize intensive language courses. In some cases, universities are even willing to award visiting students academic credits for this. In the case of a one-year internship, universities are recommended to teach foreign students the first semester in English, and the second in the language of the host country, but this is likely to be acceptable only for exact sciences and engineering education, and only in the case of using related languages. In general, a student must arrive at a foreign university for an internship under mobility programs, fluent in either English or the language of the host country. This raises the question of organizing an in-depth study in English in all Russian universities, not only linguistic or humanities. Problems practical organization Mobilities clearly differ in relation to their students who go to a foreign university and in relation to foreign students arriving to study. Theoretically, a student can search for a university that is willing to accept him for a semester or a year. It should be understood that a foreign university will make a decision to accept a student for an internship based on many considerations, not the least of which will be a basic level of preparation of the incoming student, his knowledge of a foreign language, the availability at the host university of sufficient classroom resources and places in dormitories or in the rental housing sector. In the case of individual actions, the student, having received the consent of the host university, will have to notify the faculty and departmental coordinators for the Bologna process of the base university, primarily so that they can determine how well the disciplines offered to him for study correlate with the faculty curriculum for a similar period of study . If the “Bologna” coordinators and the dean’s office do not find a sufficient number of correspondences between the universities’ curricula, the question will arise about the inappropriateness of this trip. For the above reasons, it is obvious that it is more correct to organize mobility at the level of universities or departments with those foreign universities with which the base university has already established partnerships. In this case, you will not have to separately study the curricula of the university where the student is going; offset of loans can be agreed upon in advance by long-term agreements.

If a student goes abroad under a mobility program with the consent of the base university, the credits he receives, as a rule, must be counted in full without any additional credits. There are cases when a foreign partner university incorrectly interprets the main parameters of the Bologna process, for example, awards a number of credits other than 30 and 60 for an internship, offers fractional credits for courses in individual disciplines, etc. If negotiations on these issues do not yield a positive result, the host university will be forced to adjust the policies of the partner university in relation to its curriculum. A number of restrictions also apply to students who have expressed a desire to study under mobility programs at a Russian university. Based on the capacity of classrooms, the number of academic groups and the availability of dormitories or housing in the private sector, it is necessary to determine in advance approximate quotas for admission; within these quotas, it is necessary to provide for testing of candidates in courses preceding the study of each discipline, as well as in a foreign or Russian language. It is necessary to provide the internship candidate with the most complete information regarding the conditions of his stay in Russia, including a wide range of issues, for example, weather conditions during his stay in the country or the cost of medical care.

The content of the standard information package has been developed in sufficient detail by European universities and can be easily found on the websites of partner universities. If the candidate is ready to study in Russian, we can talk about included learning, i.e. he will attend classes with Russian students; If a student enrolls in English-language training offered by the university, the final decision on his invitation will obviously be made after the formation of a group of sufficient size with the appropriate level of training. When organizing training in English or other foreign languages, it should be understood that lectures and practical classes must be in these languages ​​and with a sufficient amount of relevant educational literature. Tests and exams must also be taken in foreign languages. It is important to remember that, as a rule, international students are more sophisticated life experience, for this reason they are more motivated and have a fairly clear idea of ​​why they came to Russia and to a specific university. For foreign students studying in English, intensive Russian language courses will have to be organized in order to at least ensure their “linguistic survival” in Russia. It is also advisable to offer “mobile” students the maximum possible number of elective courses.

Today, European universities in countries where higher education is paid, charge foreign students fees, and sometimes even higher fees than local students. In Great Britain, this practice has been elevated to the rank of educational policy: Tuition fees from international students help reduce tuition fees for UK citizens. Meanwhile, the Association of National Unions of Students in Europe (37 European countries, 11 million students) “strongly opposes any tuition fees.” When we talk about free mobility in countries where higher education is publicly funded, we mean only the absence of tuition fees; in any case, the student himself will have to pay for travel, accommodation, food, medical service and other social expenses, unless the sponsor, base university or state does this for him, which can amount to a significant amount. During the period of mobility, the student must retain the scholarship and other scholarships due to him at the base university. social payments, but given the meager amounts of such benefits in universities by European standards Russian Federation, we can hardly count on them to help our “mobile” student solve his financial problems.

The Bologna Process documents constantly call on European universities to initiate financial assistance programs for low-income students in order to support their European academic mobility, but there is no need to be overly optimistic about the success of such calls in Russian conditions.

Realizing the benefits that the development of mobility brings for the growth of the competitiveness of universities, the country and the entire European education, the development of a single labor market and the competitiveness of the European economy as a whole, governments and European organizations began to support the development of academic mobility with renewed vigor, seeing it as a tool and one of the goals of the Bologna process. The Action Plan for Mobility in European Universities was developed and supported by the Council of Europe in 2000 (Nice).

The plan was based on the recognition of the fact that the creation of a European Knowledge Area is one of the main priorities for the development of Europe. And free, unimpeded mobility for all participants educational process- students, teachers, researchers, administrators - should become the basis for this, being one of the main conditions for increasing the competitiveness and attractiveness of education at European universities.

The plan stated three main goals:

• define the concept of mobility more precisely and make it more democratic;
• develop appropriate forms of financing university mobility;
• expand academic mobility and improve conditions for it.

1. A set of measures related to creating conditions for expanding mobility:

training university administrators and teachers to play the role of organizers of the mobility process, organizing exchanges between them within European programs to establish closer interaction;

development of multilingualism, including the study of relevant foreign languages ​​even before the period of mobility; best practice in terms of language training, long-term retraining of foreign language teachers; development of general indicators for assessing the language training of students and teachers; a radical improvement in the language training of students in general;

facilitating accessibility to information on mobility, including the creation of special websites about the main European resources and mobility programs, the introduction of special forums (chat-rooms) in educational institutions for mobility organizers, students, teachers, etc., for discussion and exchange of information. Creation of a database of all bilateral and multilateral forms of mobility programs in Europe. Creation of comparable mobility statistics.

A group of measures aimed at creating a sustainable mobility financing scheme based on the coordination and greater diversity of the system of different financial sources (European Community, governments, local authorities, public and private sector), including finding new sources and forms of financing (concessional loans, social funds and so on.).

expanding the number of participants in mobility and its forms, in particular, opening summer universities for students and academic staff, distributing training programs via the Internet, supporting partnerships between universities regarding mobility;

improvement and unification of reception conditions for all groups of mobility participants, including provision of relevant information online;

harmonization and simplification of the academic mobility calendar based on accurate and complete information about the activities of each university and the feasible synchronization of the university schedule, including the study of the possibilities of dividing the academic year into semesters with the appropriate number of students;

ensuring the necessary appropriate status for people involved in mobility, including measures such as official confirmation by the relevant structures of the thesis that mobility is a necessary component in student learning, as well as in the professional activities and retraining of the university’s scientific and pedagogical staff, up to exploring the possibility of inclusion the latter to the university's scientific and teaching staff for the period of mobility.

It is noteworthy that the plan approved by the Council of Europe provides not only for the actions of individual universities, but to a greater extent, starting from the generalization successful activities the latter and understanding the role and significance of mobility as an educational resource, involves the involvement of a wide range of communities external to universities: the European Commission, member states, national agencies for the implementation of European mobility programs (Socrates, Leonardo de Youth and others). It is noteworthy that the action plan does not rely on just one source of funding, but proposes a diversified funding scheme from different sources, into which leading European academic mobility programs are integrated.

The most important is the logic of constructing the plan, which to a certain extent (taking into account the experience of its implementation and Russian specifics) can be used for Russian conditions in general, and for individual universities, in particular, for creating partnerships with European universities in order to implement mobility and academic cooperation. The planned action plan for the development of academic mobility does not address issues of the content of educational programs and is based on the comparability of the scientific and educational process, its content, teaching technologies and assessment of students’ knowledge at universities in European countries. The spread of European exchange programs (for example, such as Erasmus) and the effect of this plan on the Russian educational space inevitably raises the question in general about the degree of comparability of the scientific and educational process (curricula, teaching technologies and knowledge assessment, integration of the research process into the educational process, procedures for recognizing learning outcomes in European universities at their university, etc.). Heads of relevant educational structures A number of Eastern European countries that have already entered the Bologna process noted the importance of achieving a greater degree of comparability of the educational process between universities during the first steps of cooperation with European universities. The latter is also relevant for Russian universities, although to varying degrees for different subject areas of education: engineering, natural sciences, humanities, business education. The credit system that is used in the European educational space, does not in itself make the educational process comparable in content and technologies of teaching and assessment of knowledge. On the contrary, its effective use (to determine and measure the volume of learning) is possible only in conditions when all the main elements of the educational process are coordinated and compared.

An examination of country reports on the implementation of the Bologna Process goals shows diversity practical actions on the development of mobility. They also indicate that the implementation of the planned plan to strengthen the role of academic mobility in European education is progressing successfully, although not without problems. The result in the future will inevitably be greater attractiveness and competitiveness of European education.

academic mobility , as one of the directions international cooperation in the field of education is the exchange of students and teaching staff of the Republic of Belarus and a foreign state for the purposes of training, advanced training, and improvement of teaching activities. Moreover, such an exchange is carried out, as a rule, on a parity basis and is temporary. Participants in academic exchanges, after completing their studies or internship, return to their university and continue their studies there or professional activity(the definition of the concept of “academic mobility” and a description of the forms of its implementation are given in the Education Code of the Republic of Belarus).

It is important to note that sometimes academic mobility also means studying at a foreign university in order to obtain a diploma. This is not entirely true. Academic exchange is based on the idea of ​​internationalization of education, when an international component is included in the learning process. Each country has its own academic traditions, and by visiting a foreign university, a person gets the opportunity to supplement his competencies with something special that is not available in his country, in his university. At the same time, obtaining additional international competencies is included in the educational trajectory at home.

In the specialized literature devoted to issues of international education, it is also customary to consider going abroad to study in order to obtain a diploma outside the concept of academic mobility. This concept precisely means a temporary stay at a foreign university with a subsequent return to one’s own country. For this purpose, a special term is used: “study-related experiences abroad / foreign study-related experiences” - “foreign educational experience”.

Participants in academic mobility in universities are students, undergraduates, graduate students, as well as teachers, researchers and administrative staff. However, the goals and duration of academic visits abroad for different categories differ significantly.

Thus, students of the 1st and 2nd stages of higher education travel abroad to study for 1-2 semesters. More is possible short term stay in a foreign university for the purpose of passingintensive courses or trainings, however, as a rule, it must be at least 3 months. Studying at a foreign university is carried out on the basis of an individual plan agreed with the sending and receiving universities. Based on the results of their studies, the student is issued an academic certificate, which upon return he submits to his dean’s office to receive recognition of the results of his studies abroad.

Along with training in a specialty, the purpose of academic mobility of students and undergraduates can also be industrial practice . It is important to note that the Yerevan Communiqué of the Ministers of Education of the countries of the European Higher Education Area (EHEA) (2015) specifically emphasizes the importance of developing academic mobility specifically for practical training abroad.

Today this type academic mobility is considered the most promising, as it provides the opportunity to acquire the necessary professional competencies of an international level.

For graduate students, participation in academic exchanges is of a slightly different nature: along with attending in-depth special courses, they also carry out research activities, collect materials on the topic of their dissertation research in libraries or archives, conduct experiments in laboratories, and participate in scientific conferences, attend individual consultations with their supervisor. The duration of study abroad for graduate students is usually from 6 to 12 months.

A separate category of participants in academic mobility are university employees: scientists, teachers, administrative staff. Content academic visit in this case, it may include both elements of scientific and educational activities and teaching. For example, scientists, along with conducting scientific research or attending master classes and trainings, can also give lectures and advise undergraduate or graduate students.

The duration of visits to foreign universities varies: administrative or pedagogical visits, as a rule, are of a short-term nature, from 1.5 weeks to 1 month; scientists travel abroad for a longer period, from 6 to 12 months. It should be noted that in national system education asTo generalize the name of a scientific and educational visit abroad by a university employee, the term “internship” can be used.

Like any institutional activity, academic mobility is based on a number of rules and procedures. The organizational mechanism for implementing academic mobility can be prescribed in an international agreement concluded between two (sometimes or more) universities, an international program that finances exchanges, or in a document of an international project whose goal is to organize academic exchanges.

The Office of International Projects and Educational Programs invites all students interested in expanding their educational opportunities, to participate in our programs. We are ready to assist in choosing a partner university and an international program for your participation, in language training, both in Russian for foreigners and in foreign languages, as well as conduct additional lectures on the history of our partner countries and about existing systems education, provide consultations on issues of obtaining visas and travel documents to foreign countries. Get acquainted with the list of programs available to students and the conditions for participation in them.

• International internships and educational programs

• International scholarships and grants

  Scholarship programs for citizens of the Russian Federation from the German Academic Exchange Service (DAAD) for the 2019/2020 academic year.
  DAAD is an organization that unites all German higher education institutions and promotes the development of academic relations abroad, primarily through the exchange of students and scientists. DAAD supports higher education institutions in their international activities through information programs, marketing programs, advisory assistance, financial assistance to students and researchers. DAAD offers: Summer university courses German language in Germany, study tours of student groups to Germany, scholarships for economists for master's studies, scholarships for postgraduate studies of graduates of creative specialties and architects, scholarships for educational practice V German universities and other programs.
  detailed information and conditions of participation are presented on the websites: http://www.daad.ru/ and http://www.daad.spb.ru/

  Grants from the French Embassy in Russia. Undergraduate and postgraduate students Russian universities can count on financial support training in France by the French government.
  Detailed information about programs and conditions for obtaining scholarships to study at French universities is on the website: http://www.bgfrussie.ru/ru/Home.aspx

• Academic mobility programs at SPbGUPTD for foreign students

  Double Degree Program

  The international basic educational program is developed jointly with a partner university in the chosen field of study, implemented according to a specially created curriculum, agreed upon with both partner universities, unified in such a way as to ensure optimal load for students, provide for built-in mobility at the partner university and create conditions for the student to complete the general final qualifying work.

  Based on the results of completing the program, two diplomas are awarded: a state diploma from St. Petersburg State University of Pedagogical and Technical Technologies and a corresponding diploma from the partner university.

  Registration for the program is carried out by prior agreement with the partner university.

  Built-in training

  Short-term international educational program of integrated training in the main educational programs of St. Petersburg State University of Pedagogical and Technical Technologies. The partner university or student personally selects disciplines from among those taught at SPbGUPTD in the current semester. For the student, his individual syllabus and the student joins already formed study groups and undergoes training, attending all provided types of classes and fulfilling all requirements established for the chosen discipline. Training is conducted in Russian. For foreign students, an intensive Russian language course is also offered, which is included in the overall scope of the program. The recommended program volume is 30 ECTS credits.

  Based on the results of the training, a certificate is issued. The number of simultaneously studying in one field of study from one partner university should not exceed 5 people.

  Approximate period of study: September - December or February - June. Applications for the fall semester are accepted until June 1 of the current calendar year, for the spring semester - until December 1 of the current academic year.

  International semester in English

  A short-term international educational program, implemented entirely in English in disciplines selected taking into account the wishes of students of partner universities. Training is carried out in international groups according to a single curriculum. The training system is block-based. For foreign students, the program includes an intensive Russian language course. The program ends with the defense of a course project completed during the period of study at St. Petersburg State University of Pedagogical and Technical Technologies. The total volume of the program is 30 ECTS credits.

  Based on the results of the training, a certificate is issued. Applications for the fall semester are accepted until June 1 of the current calendar year, for the spring semester - until December 1 of the current academic year.

  Short-term internship (“Seasonal School”)

  A short-term international educational program, lasting 2-3 weeks, is compiled specifically for the partner university, taking into account its wishes and requirements in terms of direction, structure, scope of the program and language of teaching. A separate curriculum is drawn up for each individual program. The volume of the program can vary from 2 to 15 ECTS credits. The program may include lectures and practical classes, as well as activities related to visiting and studying the work of enterprises and organizations in the chosen field of study. The number of students in a group is no less than 5 and no more than 25 people.

  Based on the results of the training, a certificate is issued. Acceptance of applications, i.e. The program, dates and list of students are agreed upon no later than 6 weeks before the start of classes.

  Postgraduate studies at St. Petersburg State University of Technology and Technology

  The international postgraduate education program involves the enrollment of a foreign student for postgraduate study at St. Petersburg State University of Pedagogical and Technical Technologies. To enroll, an applicant must undergo an interview at the major department of St. Petersburg State University of Pedagogical and Technical Technologies and receive a written opinion from the department on the possibility of studying, as well as pass competitive entrance exams in a special discipline, philosophy and the Russian language. Total term training should not exceed three years for full-time study and four years for part-time.

  Acceptance of applications and documents for graduate school from foreign citizens is held from September 1 to September 10 of the current year. Entrance exams take place from September 15 to 25.

  Organization and joint participation in research projects, creative projects, international competitions, conferences and seminars

  Students and teachers of partner universities can conduct joint or parallel Scientific research, exchange the results obtained, prepare joint publications based on the results of research, as well as register joint inventions. The conditions for conducting such research are regulated on the basis of an additional agreement signed between partner universities or directly with a foreign participant in the program.

  Students and teachers of partner universities can agree on organizing and conducting a joint international creative project(competition, exhibition, Olympics). Based on additional agreements, the conditions for carrying out such events and projects can be agreed upon. Events can take place simultaneously at partner universities or alternately in each of them. Acceptance of applications, i.e. The program, dates and list of listeners are agreed upon no later than 6 weeks before the start of the creative project.

  Mandatory conditions of participation

  All proposed programs are designed for students from partner universities of St. Petersburg State University of Pedagogical and Technical Technologies, which have appropriate cooperation agreements, and can be implemented on student exchange terms.

  For students of third-party universities, the conditions for participation in programs are only negotiable.

  Students enrolled in St. Petersburg State University of Pedagogical and Technical Technologies as students in the specified international programs are given the opportunity to live in.

  Meals for all program participants can be provided at facilities located directly in the buildings of the university and its dormitories, as well as at numerous points Catering cities.

  All students arriving at SPbGUPTD to participate in international academic mobility programs must have medical insurance valid in the Russian Federation for the entire period of study and comply with the rules for the stay of foreign citizens in the Russian Federation.

  Payment for accommodation and meals is carried out personally by participants in international academic mobility programs, unless otherwise specified in additional agreements with partner universities.

  Additional Information about programs and accepting applications.

Semester in foreign university- an academic exchange program for students of GSEM UrFU, which allows you to spend a semester at one of the institutes. GSEM UrFU has a wide network of academic partners, including large classical universities and small private business schools, which allows students of various programs to find a suitable university.

If a certificate confirming an English language level of at least B2 has not been provided, you must take a test. The test is carried out in written form in the first week after the deadline for accepting applications. If there is doubt about the correctness of the results and the availability of identical response forms, an invitation to an additional interview may be possible.

Each program participant will receive a letter about the time and location of testing.

Based on the results of the competition, a rating of participants is compiled taking into account the average score, level of foreign language and personal achievements. The higher a student’s place in the ranking, the greater the chance of getting into the university listed first in their priorities. The results of the competition are sent no later than April 10 for the fall semester, September 25 for the spring semester. e-mail. After receiving the letter, you must confirm your intention to participate in an exchange program with the specified university.

After confirmation of participation in the exchange program, a nomination is sent to the host university: confirmation from the coordinator of the Center for International Cooperation at GSEM UrFU about sending the student to the exchange program. As soon as the host university confirms the candidacy, the program participant receives a letter with further instructions from the receiving party coordinator. These instructions may require you to send a package of documents to the host university (in most cases, all or part of the documents submitted when applying for the program) and/or complete an online application. After processing the required documents, the host university issues an official letter of invitation, which is necessary to obtain a visa. The letter is sent to the student by e-mail, the original is sent to UrFU and given to the student by the CMS coordinator.

After receiving the original invitation, the student is responsible for obtaining a visa, booking accommodation and planning the trip independently.

training) and the director of GSEM (I-439), endorsed by Deputy Vice-Rector G.M. Kvashnina (GUK-302). The length of stay at the host university must coincide with that specified in the invitation.

• Exercise

Filled out in accordance with the empty columns, approved by the same employees as the application, as well as by the head of the department information security A.Yu. Ushakov (R-303), head of the first department A.Yu. Granin (I-231) and the head of the department for work with students N.A. Tushinskaya (I-216), as well as the dean’s office of GSEM.

Important! At the time of registration of the business trip, the student must not have academic debts, otherwise participation in the exchange program will be cancelled.

• Individual plan

Filled out with a list of subjects planned to be studied at the host university, indicating the number of credit units (ECTS). Total there must be at least 30 credit units. The plan is coordinated with the GSEM dean’s office with notes on the possibility of re-crediting and approved by the GSEM director (I-439)

• Copy and translation of the invitation

The package of documents is accompanied by a copy and a self-made translation of the official letter of invitation from the host university.

The documents are submitted to the Central Migration Service, and in accordance with them, a travel order is issued. Upon return, you can receive an extract from the order to confirm your absence for a valid reason.