Professional Communication of Russia and the People’s Republic of China in the Field of Education: History and Perspectives

2021 ◽  
pp. 54-60
Author(s):  
Cyan' Mensin'
Keyword(s):  
Legal Framework ◽  
Russian Language ◽  
Professional Communication ◽  
People’S Republic Of China ◽  
Education History ◽  
Special Role ◽  
People's Republic Of China ◽  
Shanghai Cooperation Organization ◽  
Republic Of China ◽  
Soviet Education

The article provides a detailed analysis of professional communication between Russia and the People's Republic of China in the field of education. Noting the long historical relationships between the two countries, the author notes that Russia and China have a rather long relationship in the field of educational communications, starting in 1862, when a teacher from Russia was first invited to teach the Russian language at the Beijing School. Interaction and professional communication is also explained by the fact that in China the model of Soviet education was once borrowed, but adapted to Chinese realities. The author presents the priority areas of cooperation between the two states in the new millennium, due to the intergovernmental "Treaty on Good-Neighbourliness, Friendship and Cooperation" (2005). The author attaches a special role to the creation within the framework of the Shanghai Cooperation Organization (hereinafter - SCO) of the SCO University (USHOS), which has been operating since 2009 and includes more than 80 universities from Russia, China, Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, Belarus, etc. This fact is the largest initiative in the world. In conclusion, the author also noted problematic areas of professional communication between China and Russia, among which is an insufficiently developed legal framework for educational cooperation and joint training of professional personnel in the framework of language training.

scholarly journals Social Credit System in the People's Republic of China: normative legal framework and principles of functionality

2020 ◽  
pp. 18-53
Author(s):  
Roman Z. Rouvinsky ◽  
Tatiana Komarova
Keyword(s):  
Legal Framework ◽  
Legal Regulation ◽  
People’S Republic Of China ◽  
Chinese Government ◽  
People's Republic Of China ◽  
Credit System ◽  
Republic Of China ◽  
Social Credit ◽  
Legal Provisions ◽  
The Social

This article examines the normative legal framework and principles of functionality of the Social Credit System that is currently being implemented in the People's Republic of China. For the first time in legal science, the Social Credit System is viewed not as an organizational and regulatory technique that in one or another way is related to law, but rather as an independent legal institution relevant to the branch of administrative law. The application of formal-legal and comparative-legal methods allows describing the hierarchy of sources of the Chinese law pertaining to social credit mechanisms and procedures, as well as giving characteristics to major provisions of the corresponding normative acts. The peculiarities of legal regulation of the mechanisms and procedures that comprise the Social Credit System in PRC include the following aspects: sublegislative nature of such regulation, prevalence of joint lawmaking, focal role of normative legal acts of the Chinese government, declarative character and ambiguity of multiple legal provisions with regards to the Social Credit System. The author underline the specificity of interpretation of the normative legal acts of the People's Republic of China, usage by the lawmaking branches of moral categories in formulation of provisions for regulation of elaboration and implementation of the social credit mechanisms. The provisions of governmental and departmental normative legal acts pertaining to the Social Credit System are correlated with the provisions of the current Constitution of the People's Republic of China.

Remarks by Rauer Meyer

1973 ◽  
Vol 67 (5) ◽  
pp. 190-192
Author(s):  
Rauer Meyer
Keyword(s):  
Legal Framework ◽  
European Countries ◽  
People’S Republic Of China ◽  
Eastern European ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Department Of Commerce ◽  
Eastern European Countries ◽  
Communist Countries ◽  
East West

I shall address myself to controls on exports. And here, when the program talks about the “Legal Framework of East-West Trade,” it might more properly be called a “thicket” rather than a “framework.” At least ten pieces of legislation govern exports, but I shall focus on controls exercised by the Department of Commerce, since they affect the vast proportion of commodities in commercial transactions with the Communist countries. I shall not distinguish between the situation with regard to the People’s Republic of China and the Eastern European countries, because our published regulations make no such distinction.

scholarly journals Implementing Sino-Russian Educational Programs for Training Chinese Engineers

2019 ◽  
pp. 164-181
Author(s):  
Nina L. Fedotova ◽  
Elena B. Solovyeva ◽  
Victor B. Vtorov ◽  
Lyudmila G. Yun
Keyword(s):  
Professional Training ◽  
Chinese Students ◽  
Educational Programs ◽  
Educational Process ◽  
Russian Language ◽  
People’S Republic Of China ◽  
Teaching Staff ◽  
People's Republic Of China ◽  
Republic Of China

Introduction. The relevance of this study is determined by the gradual expansion of contacts between the PRC and the Russian Federation in the educational sphere and the need to improve the national education systems. The purpose of the article is to identify methodological problems in organizing Sino-Russian educational programs for training engineers for the People’s Republic of China and to propose the optimal solution to these problems. Materials and Methods. In considering the problems of organization of the educational process for joint Sino-Russian educational programs, we use empirical methods: description, content analysis, comparison and synthesis. A survey of teaching staff and students was conducted. Students and teachers, who took part in the joint program of Saint Petersburg Electrotechnical University and Xuzhou University of Technology were selected to be interviewed. The survey also involved teaching staff and students of Jiangsu Pedagogical University. Results. We will suggest recommendations for the development of joint programs, the purpose of which is to prepare highly qualified engineers for the People’s Republic of China. These recommendations will improve the educational process, the quality of the professional training of Chinese students, enhance their level of proficiency in the Russian language. Our results suggest that to improve the quality of training of Chinese engineers who receive two diplomas, it is necessary to take into account the motives of Chinese students, their cognitive style of learning, the used learning strategies and the national characteristics of the Chinese education system. Discussion and Conclusion. The results of this study may be useful to educators involved in collaboration activities between educational institutions of different countries. Following the proposed recommendations, we expect teachers in special subjects to easily write textbooks, including digital ones that suit the topical students’ needs and enable teaching staff efficiency.

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