Internationalization and english language in a public institution

Internationalization is defined as an integration process of international, intercultural or global dimensions with educational purpose and offers. There are many dimensions of educational institutions internationalization from research partnership to international mobility. Among the several requirements for students to participate in exchanging programs promoted by international universities and organizations is English language proficiency. On the other hand the proficiency level requirements can vary according to the mobility programs which set the minimum English level. One example is the SAKURA Science High School Program promoted by the Japan Science and Technology Agency (JST) which selected science and technology students to participate in an exchanging program in Japan. In order to be selected, applicants needed to have B1 (CEFRR) as minimum English proficiency level. Thus this study aims to investigate if Brazilian students of an educational institution have such required level to successfully take part in mobility programs. The qualitative methodology of this research includes documents analysis - internationalization documents and English course program - and questionnaires to students and English teacher. The results show that students are expected to achieve B1 level by the end of high school according to the English subject program. However students believe that they do not have such level in speaking skill which would be one of the main skill in JST program. Most of them classify their level in A2. Furthermore the English teacher claims that although some students have already achieved B1 or even higher level the majority is at A2.Thus in order to allow more students to participate in mobility programs the institution should invest in extra-curricular English courses to increase study hours and focus more on developing speaking skills.

PROFESSIONAL TRAINING OF UKRAINIAN PHILOLOGY MASTERS IN THE CONDITIONS OF EDUCATION INTERNATIONALIZATION

The internationalization of the modern educational field correlates with the quality of training of a modern philology specialist, its competitiveness in the national and world labour market, moreover it is outlined as an urgent problem of modern education. The process of internationalization in the context of training Ukrainian philology masters is analysed in view of the urgency of rethinking approaches to the formation of the humanities in Ukraine’s modern higher education institutions. The authors aimed to describe current trends in internationalization based on the case of academic activities, mechanisms and results of internationalization of the Faculty of Philology and Journalism of Ternopil Volodymyr Hnatyuk National Pedagogical University. Theoretical methods have been used to interpret the basic provisions and concepts related to the internationalization of national higher education: analysis of scientific developments; comparison of the proposed scientific approaches; synthesis of the content of basic concepts; identification of contradictions during the process of internationalization. At the same time, the study of the peculiarities of professional training of Ukrainian philology masters in terms of internationalization is based on empirical methods: analysis of the regulatory framework; monitoring the activities of all participants in the educational process; survey of students and teachers of the Faculty of Philology and Journalism; study and generalization of the experience of the departments, the department of international relations, the scientific department, the Career Bureau, other structural subdivisions related to internationalization during the training of masters of Ukrainian philology. The systematic approach, which is the basis of the study, allows to consider the educational process (formation of masters of philology) as a dynamic, open to change and quality updates, which actively interacts with the external environment. The analysis allowed to highlight the differences between internal and external internationalization, to outline the main ways of their implementation. As a result, the influence of internationalization processes on changes in the educational activities of applicants for the second (master's) level of the Faculty of Philology and Journalism, in particular the formation of their individual trajectory of professional development. The results of empirical research indicate that the main activities of the university are the development of academic mobility of applicants, the opening of joint educational programs with foreign institutions, the development of international research. The process of internationalization is stimulated by the requirements of the labour market, competitive conditions in the educational environment. The analysis of strategies aimed at improving the level of foreign language proficiency of all participants in the educational process, motivation, methodological and organizational readiness of applicants and research and teaching staff to participate in academic mobility programs, international research projects are the prospects for further research.

Factors affecting the migration of qualified specialists in the framework of the export of education

The mobility of qualified specialists is a trend in the modern economy. In addition to the brain drain, the concept of brain circulation has emerged, the source and constituent of which is the export of education and the international student mobility programs. Based on the systematization and analysis of scientific publications in international scientometric systems, the article highlights the factors influencing the decision of students participating in study programs abroad to stay in the host country or return home after the studies.

Management of the national education system under the conditions of globalization

The internationalization of education is a requirement for the survival and adaptation of higher education institutions to the conditions of globalization. The internationalization of educational programs involves attracting and training students from outside the borders of nation states; elaboration and implementation of academic mobility programs for teachers and students; organization of scientific and academic events, where the exchange of good practices takes place - characterizes the training opportunities for students and graduates of higher education institutions who could work in conditions of professional mobility and labor migration. The authors in this study aim to describe some educational policies, practiced by developed countries have international higher education systems, based on innovative models.

“Inter-District School Transfers and the Role of Educators in Black Students’ Sense of School Belonging”

Inter-district racial and socioeconomic segregation continue to affect students’ educational opportunities. Housing mobility programs provide a way for low-income families to access lower-poverty and higher-performing schools in nearby districts. However, changing schools is also disruptive for students. Through interviews with 67 low-income Black youth who moved from Baltimore city into the suburbs with a mobility program, we examine how students’ interactions with educators shaped their school transition. Educators who provided academic and interpersonal support helped mitigate disruption by promoting students’ sense of school belonging. Yet, we find significant heterogeneity in the support students received as they entered new schools.

development of academic mobility among the students of universities

In this article, the concept of "academic mobility" is considered in the framework of internationalization of higher education as a process of moving participants (students and teachers) of higher education from one academic and educational institution to another to exchange experiences and obtain additional educational opportunities for a limited period of time or temporary study. Particular attention is paid to student mobility, which is represented by both internal and external movement of students from one country to another, between regions of the world, or within a region. Information is presented to illustrate the dynamics of changes in the quantitative characteristics of international mobility in the context of a country. Attention is paid to the factors influencing the academic mobility of undergraduate and graduate students. The study uses statistical, analytical, and sociological methods. The study reveals the types of academic mobility preferred by university students. A comparative analysis of undergraduate and graduate students' attitudes toward various forms of academic mobility is presented. Comparing the ratio of students living in student dormitories and students living in families. It turned out that students living in dormitories tend to take a more active part in academic mobility programs.

Exploring Global Korea Scholarship as a Public Diplomacy Tool

Through international student mobility programs, such as Global Korea Scholarship (GKS), countries aim to influence international students’ beliefs about and attitudes toward the host country. In this article, we explore GKS’s role in bringing international students to the country and analyze changes in GKS students’ and alumni’s affective and cognitive evaluation of Korea after coming to the country. We compare results based on students’ and alumni’s length of stay, gender, and economic development level of their home country. Our findings suggest that after coming to Korea, GKS recipients evaluate Korea more positively in both affective and cognitive dimensions.