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IMPLЕMЕNTАTIОN ОF АDVАNCЕD FОRЕIGN ЕХPЕRIMЕNTS ОN THЕ
DЕVЕLОPMЕNT ОF АCАDЕMIC MОBILITY IN STUDЕNTS
Nоrmurоdоvа Аdibа Аlishеr kizi
tеаchеr оf thе Kаrshi intеrnаtiоnаl univеrsity.
(nоrmurоdоvааdibа90@gmаil.cоm)
Аnnоtаtiоn:
This article analyzes the impact of foreign languages, especially English, on the
mobility of teachers and students, as well as strategies for developing academic mobility. First of
all, the differences in the education systems of Russia and European countries, the role of foreign
languages in teaching, and how new curricula are implemented on a global scale are
considered. The article also discusses the initiatives of states and universities aimed at
developing international education systems, the creation of new courses, and practical measures
such as language courses for students. The article also analyzes the effectiveness of international
education systems, such as the credit-module system and joint educational programs. Innovative
approaches used to improve the quality of education in Europe and other regions, as well as
existing opportunities for developing academic mobility, are highlighted. The article generally
demonstrates the transparency, comparability of the global education system, and effective tools
for developing academic mobility.
Kеy wоrds
:
academic mobility, European education system, curricula, Bologna process,
foreign languages, English, academic mobility, education system, global education, credit-
module system, international education programs, improving the quality of education, joint
education programs, European credit transfer system, educational innovations,
internationalization of education, European universities, study load, curriculum
Introduction.
The idea of promoting academic mobility involves overcoming obstacles
to free movement, paying particular attention to the following:
• for students - access to educational and professional training opportunities;
• for teachers, researchers and administrative staff - recognition and credit for time spent on
research and teaching in Europe, without prejudice to their rights established by law.
Research object:
the current education system and issues of its development, and the use of
foreign experience and reforms in this process, how to implement them.
Methods used:
interview, observation, experiment, test.
The main part.
One of the most important factors hindering the mobility of both students and teachers is the lack
of good knowledge of foreign languages, especially English. Many Russian universities have
almost no courses taught in English or other internationally used foreign languages, while many
European universities have recently launched a large number of English-language programs,
which is one of the most important factors in the struggle to attract intellectual resources.
Expanding the mobility of teachers and administrative staff is possible with the support of the
authorities. The aim of such initiatives is to develop the European aspects of new curricula and
to cooperate in subject areas. Such public policies help to improve the quality of education
through comparison and internationalization of the latter [1].
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Governments and universities are developing international strategies, which clearly indicate the
quantitative and qualitative indicators they need to take action on:
- number of joint educational programs with partner universities;
- number of foreign students;
- academic programs;
- mobility;
- adaptation programs for foreign students;
- language courses for potential participants of mobility programs, etc.
The number of credits accumulated by the student in the educational program of the higher
education institution is considered equal to the number of credits acquired in accordance with the
established learning outcomes at another higher education institution.
Students are assessed based on the assessment criteria established by the Ministry of Higher and
Secondary Specialized Education of the Republic of Uzbekistan, which strictly observes the
form of training within the framework of the curriculum. The academic year lasts 36 weeks, of
which 30 weeks are allocated to the academic period, 2 weeks to register for the selection of
subjects, and 4 weeks to certification. The duration of the academic year may be determined
differently by the decision of the council of the higher education institution in accordance with
the academic schedule.
In the credit-module system, 1 credit is equal to an average of 25-30 academic hours of study
load. That is, a student must master a certain amount of study load in order to accumulate the
corresponding credits in a particular subject. The study load is divided into 40-50% classroom
hours and 50-60% independent work hours for undergraduates, and 30-40% classroom hours and
60-70% independent work hours for master's degrees (excluding internships and graduation
projects). The number of credit hours and the amount of the study load are determined by the
council of the higher education institution and are posted in a transparent manner on the website
of the higher education institution.
In bachelor's and master's programs, a student is usually required to accumulate 30 credits per
semester and 60 credits per academic year.
The number of credits that a student must acquire during the semester includes the compulsory
and elective subjects indicated in the curriculum. When forming his/her personal educational
trajectory, the student should take into account the acquisition of subjects in the amount of 30
credits per semester, which must include compulsory subjects in the exemplary curriculum. A
student must accumulate 180 credits over a minimum of 3 years of undergraduate study, and 240
credits over a minimum of 4 years of graduate study. A master's degree requires 60 credits over a
minimum of 1 year of graduate study, and 120 credits over a minimum of 2 years of graduate
study.
The credit-module system requires the organization of a student registration service. The
registration service helps the student to achieve a high level of knowledge, skills and
qualifications in his chosen specialty.
The British government is pursuing an active policy in this direction. Today there are two main
sources of funding:
- Global Global Challenges Research Fund ;
- Newton Fund.
Both funds are supported and are intended to be supported by the UK government. The British
Council in 2016 showed that the number of countries involved in the internationalization of
higher education is growing: 23 countries have effective ways to develop academic mobility of
students. The most famous countries are Australia, Germany, Great Britain and China [2].
The following are the means of promoting academic mobility:
• The European Credit Transfer System - ensures the transparency, comparability of the material
being studied and the possibility of obtaining academic recognition of qualifications in a relevant
manner. The system was created in 1988 within the framework of the European ERASMUS
program. The comparability of curricula allows students to choose programs that match their
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qualifications, which, upon successful completion, are considered equivalent to the materials
studied at their home universities.
Results:
Improving the quality of education: Innovative approaches are used in teaching
methods through the study of international experiences, improving the quality of education. This
helps to make the learning process of students more effective.
2. Increasing the level of student achievement: The level of student achievement increases
through the integration of international educational standards and teaching methods.
3. Universality and compatibility of education: Educational methods developed on the basis of
international experience are common in many countries. For this reason, students have the
opportunity to successfully apply their knowledge in other countries.
In many European universities, teaching, research and the organization of academic programs in
English have gained significant importance in recent years. For example, in Germany and the
UK, many master's programs and scientific courses are conducted exclusively in English. This,
in turn, allows students and teachers to establish contacts with the scientific community in
different parts of the world. At the same time, universities in Europe, especially through the
ERASMUS+ program, are creating opportunities for students to study and improve their skills in
other countries.
In the UK, for example, there are special grants for the development of international cooperation
in higher education, including the Newton Fund and the Global Challenges Research Fund. The
purpose of these programs is to support scientific and educational systems in developing
countries and train highly qualified specialists. There are also various initiatives to strengthen
cooperation in education and science between the UK government and the European Union.
Such initiatives serve to unite global scientific communities, which allows students and teachers
to be more successful in science.
Mobilizing teachers and improving the quality of education: The opportunities for academic
mobilization of teachers and the development of their knowledge abroad have a positive impact
not only on them, but also on the quality of the entire education system. In European universities,
teachers have the opportunity to improve their knowledge and introduce new pedagogical
methods by conducting scientific research, conferences and seminars abroad. This, in turn, helps
to improve the quality of education. In Russia and other countries, the issue of academic
mobility of teachers is still partially limited. This is sometimes due to the lack of funds for
advanced training and updating educational methodologies.
Various grants, investments and special programs should be introduced to improve the skills of
teachers internationally. For example, in Europe, there are programs such as "Erasmus+" and
"Horizon 2020" for academic mobility of teachers. Through these programs, teachers have the
opportunity to develop their knowledge globally and join research projects at other universities.
Expanding academic mobility: Credit-module system and international education: The credit-
module system plays an important role in increasing academic mobility. Many universities in
Europe have created study opportunities based on this system. For example, through the Erasmus
program, students can study in one country and continue their education in another. This system,
in turn, introduces students and teachers to new research opportunities in other countries and
serves to establish more international relations. At the same time, opportunities for obtaining
double degrees have been introduced in Europe and other countries. This opportunity creates the
opportunity for students to study at several universities and receive two degrees. Such joint
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educational programs not only increase academic knowledge, but also ensure competitiveness
for students in the global job market.
Adaptation courses and linguistic support for foreign students
: Adaptation programs and
English language courses for foreign students help to facilitate education, especially in
developing countries. Such courses facilitate students' adaptation to the educational process,
facilitate intercultural exchange, and acquire the language necessary for scientific research. This,
in turn, increases students' academic success and makes them internationally competitive.
For example, opportunities have been created for teachers to learn teaching methodologies in
English, expand their knowledge, and introduce new pedagogical approaches. This process not
only facilitates the language learning process for students, but also gives teachers the opportunity
to introduce new methods.
Conclusion. Developing education in English and academic mobility not only contributes to the
professional growth of students and teachers, but also to improving the quality of the entire
education system. This process allows for the development of international scientific and
academic cooperation, the introduction of new methods, and the acquisition of new knowledge
on a global scale. Through the international education system and the credit-module system,
student-teacher interaction will be further strengthened and the quality of education will be
improved. In Russia and other countries, it is necessary to introduce special programs and
investments to further expand these systems and support the study of foreign languages. This
expanded article will further enrich the topic by adding new analysis, examples, and global
trends to your original text. If additional changes or analysis are needed, please let me know.
From the first days of foreign students at a Russian university, they find themselves in an
unfamiliar socio-cultural, linguistic and national environment, and they need to adapt as quickly
as possible. Therefore, successful management of the educational process for foreign students is
an integral part of solving the problem of adaptation. Effective coordination increases the quality
and level of education of foreign students, provides a high motivation to acquire knowledge,
skills, and competencies.
References:
1. Bogoslovsky I.V., Pisareva S.A., Tryapitsyna A.P. Academic mobility: Implementation in the
Bologna process: Method. Student allowance. - St. Petersburg: Publishing house of the Russian
State Pedagogical University named after A.I.Herzen, 2017. - 55 p. “The impact of
modernization in education” Master's degree,
2. Agishev R.R. Academic mobility programs: features and opportunities // The spread of the
Bologna process: from declarations to implementation in practice: Part 2 in 3 hours.
Development trends of the Bologna process, its tools and implementation experience. - Kazan:
KSTU named after A.N. Tupolev, 2018. - P. 103-110
3. Khajieva I. et al. Formation of foreign language competence of a future teacher of vocational
education in the information and educational environment // European Journal of Molecular and
Clinical Medicine. - 2020. - T. 7. - No. 2. - P. 360-365.
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5. www.ziyonet.uz
6. Ganiyeva, M. (2021). Effective Methods of TRIZ
