EDUCATIONAL INTERNATIONALIZATION IN RUSSIA: EXPECTATIONS AND CONTRADICTIONS (STATE MODEL OF SUPPORT STRATEGY)

The Russian Federation has developed a state strategy for internationalizing of national education in the form of four priority projects. The results of this strategy are declared for the period from 2017 to 2025. The projected achievements and indicators of the strategy seem to be detailed and justified, but they are not guaranteed either, judging by the tensions and contradictions that have already manifested at the stage of the first year of the strategy implementation. Even existing theories of state, public administration and organization also need specification and development. In Russia the model of the state reforming of national education for the purposes of international character and importance is being worked out with the signs of novelty and uniqueness. The results of this study are presented in the form of the abstracts for the further debate.
This includes the Russian state model of educational planning that is one of the many competitive models in the market of international education. The advantages and disadvantages of such a model are the consequences of its inclusion into politics. The unique experience of different political and economic modes influences basic principles and operates the conditions of national education.
The model of the state planning on educational globalization for modern Russia is the new type of problems that post-soviet Russian society and state face. Theoretical aspects of the role and share of the state, public administration and organization in education are in the focus of the attention and discussion.
The experience of the Russian model is fully open to cognition, has no restrictions, and not only answers questions – what is being done and what eventually happens, but also what is being done by a variety of state and non-state institutions.
The research demonstrates and assumes that it is necessary to treat the state seriously and critically in regard of the theory of management and organization, to consider government institutions as the actors initiating planning activities for the increase of the potential export of national educational systems. The state has resources to combine efforts of the universities, the public, scientists and experts in the unions and to involve them in creative work. But in the countries where the state did not have a stable experience of working in a strictly right and democratic field, there are threats of inhibition in the development of the education due to the excessive bureaucratization, stagnation and routine.