Возможности экономической корректировки образовательного процесса в странах ЕврАзЭС

Abstract

The paper attempts to analyze the problems of adjusting the educational process in the EurAsEC countries that have arisen in recent decades in case of unforeseen circumstances. At the end of the 20th century, the ideas of globalization of all areas of the world community s activity led in the field of higher education to a thirst for immediate changes. What prompted the concern of the leading universities in Europe, which train highly qualified for the real sectors of the economy? An analysis of the current situation showed that the realities existing at that time pushed people to action, since analysts of higher education have repeatedly noticed that in the field of many areas of fundamental research, Europe is significantly inferior to the United States. Also noteworthy is the identity of the Nobel laureates. Independent commentators, beyond any emotion, pointed out that the United States has always invested significant amounts of money in the development of science. These problems gave rise to the Bologna process of reforming higher education in Europe. In this regard, the problems are considered and the prospects for the creation and development of a single educational space on the territory of the member states of the Eurasian Economic Union, considered by the authors as an important component of economic integration in the post-Soviet space, are identified. From the standpoint of taking into account foreign experience, as well as existing elements of educational integration within the framework of such associations. as EurAsEC, SCO, CIS, the main directions of integration interaction in the field of education of the EAEU countries are highlighted. The authors made attempts to formulate ways out of the current situation in the Eurasian educational space, especially in cases of unforeseen environmental conditions, such as a pandemic. Although in the educational space under consideration, the state of affairs with the organization, and in particular with funding, research and science is worse, this should not lead to ignoring the interests of both the students themselves and educational organizations in general. Insufficient funding is aggravated by many other factors, which together lead to the conclusion that EurAsia needs innovations designed to “modernize” the structure of education.