**1. Introduction**

Education as a sphere of integration of states usually does not enjoy the attention of the researchers. At the same time, it is obvious that the unification of the educational programs and standards is the strategic basis for the junction of states. Education based on common principles contributes to the emergence of a unified terminology, techniques, ways, and styles of thinking in different states. In addition, a specialist gets high-quality education in an educational institution, and in the future it will predetermine his choice if he needs to improve his qualifications and to choose an educational institution for his children. Education of the political, business, and scientific elite abroad (mainly in the educational institutions of the EU and the USA) gave the states, where these educational institutions were located, certain political dividends. We should not lose sight of such a modern phenomenon as "the export of educational services" [1]. Almost all sustainable integration associations affect the field of education.

So, the area of education, along with international justice and the protection of human rights, is a sphere of cooperation in the EU and CE [2]. In the structure of the Council of Europe was created and operates the Committee on Culture, Science, Education and Mass Media (AS/Cult) [3].

Similar processes are taking place in the Eurasian space. For example, a few states of the Eurasian Economic Union (EEU) participate in some CE and EU projects [4]. In Europe, as a response to the challenges of the postindustrial economy of knowledge, the Bologna Declaration on the creation of a common European Higher Education Area (the Bologna Declaration) was developed and adopted in Bologna on June 19, 1999. The Bologna Declaration outlined the six priorities till

**20**

*Education Systems Around the World*

en la Universidad de La Sabana

[1] Ospina. currículo por competencias

[8] Fernandes D. El rol del estudiante en el proceso de evaluación del desempeño del docente universitario. El caso de la Universidad José Eduardo dos Santos. República de Angola. Conferencia Internacional de Ciencias

[9] Fernandes D. Procedure for the evaluation of the teaching performance in the public angolan universities [Internet]. 2016. Available from: http:// scielo.sld.cu/scielo.php?script=sci\_art text&pid=S1815-59362016000200007

[Accessed: 09 August 2018]

Empresariales; 2012

[Internet]. 2006. Available from: http:// www.scielo.org.co/pdf/aqui/v6n1/ v6n1a11.pdf [Accessed:08 August 2018]

[2] Daura. las estrategias docentes al servicio del desarrollo del aprendizaje autorregulado [Internet]. 2006. Available from: http://www.scielo.cl/ pdf/ested/v37n2/art04.pdf [Accessed:

[3] Nascimento A. Linhas Mestras para a Melhoria da Gestão do Subsistema do Ensino Superior. Luanda, Angola: Diario

[4] Buza A. Por Um Ensino Superior de Qualidade nos Países e Regiões de Língua Portuguesa [Internet]. 2012. Available from: http://ciencia. ao/eventos/item/749-chamada-deresumos-para-a-7-conferencia-doforum-da-gestao-do-ensino-superiornos-paises-de-lingua-portuguesa-forges

[Accessed: 09 August 2018]

University of Holguín

[5] Chimpolo J. Tecnología para la gestión de recursos humanos en instituciones de educación superior angolanas. Caso de la Universidad Agostinho Neto [thesis]. Cuba:

[6] Simões C. Ensino superior em Angola: desafios e oportunidades ao nível institucional de ensino superior. Revista FORGES—Fórum da Gestão do Ensino Superior nos Países e Regiões de

Língua Portuguesa; 2016. p. 69

[7] Domingos F et al. La evaluación del desempeño por competencias: Percepciones de docentes y estudiantes en la educación superior. Formación Universitaria. 2016;**9**(5):15-24. DOI: 10.4067/S0718-50062016000500003. [Accessed: 02 December 2018]

**References**

06 July 2018]

da Republica; 2005

2010 to reform European higher education. Each of the 33 signatory countries adopted national action plans. All EEU member states except Kyrgyzstan (Russia, Kazakhstan, Armenia, and Belarus) as well as such Eurasian states as Azerbaijan, Georgia, Moldova, and Ukraine are participants of the Bologna process, which was developed within the framework of European integration.

Moreover, the EEU member states are also involved in the work of other integration associations. This means that the lack of integration in an area of public relations within the EEU automatically entails its inclusion in the "orbit" of other integration associations. A typical example is Kazakhstan, which is not a full member of the Organization for Economic Cooperation and Development (OECD) [5] but has undertaken several commitments to restructure the education system following the recommendations of this international organization.

### **2. Legal bases of interaction in the Eurasian space**

It should be noted that even during the Soviet era, the Minister of Education of the USSR, G. Yagodin, prepared a number of normative documents on the transition to an education system similar to Bologna. This system was almost integrated at the Faculty of Economics of the Lomonosov Moscow State University1 and the Peoples' Friendship University of Russia<sup>2</sup> . In 1988, the Provisional Research and Development Team "School" was established, headed by the future Minister of Education of the Russian Federation, E. D. Dneprov. In this center, a new educational policy was developed, based on the ideas of variability and free choice at all levels of the education system.

The cooperation of the Eurasian (post-Soviet)3 states in the field of higher education began with the signing of the Agreement on Mutual Recognition and Equivalence of Education Documents, Academic Degrees and Titles of November 24, 1998, by the Governments of Russia, Belarus, Kazakhstan, and Kyrgyzstan [6].

Since April 27, 2003, based on the protocol on the introduction of amendments and additions, Tajikistan has joined to this Agreement [7].

Let us consider the interaction of Eurasian states within the main integration associations, as well as at their national level.

#### **2.1 Commonwealth of independent states**

In 2001, the concept of forming a single (common) educational space of the Commonwealth of Independent States (CIS) was adopted [8].

At the end of 2006, a model educational code was approved for the CIS member states [9]. For the first time, it proclaimed the creation of a single educational space within the CIS. The common educational space of the Commonwealth of Independent States is defined in this document as a space characterized by (1) common principles of state policy in education; (2) consistency of state educational standards, programs, education levels, normative terms of education at each

<sup>2</sup> The Peoples' Friendship University of Russia is a multi-profile university in Moscow, Russia.

**23**

*Education Systems in Eurasia*

model code was adopted [10].

**2.2 Eurasian economic union**

*DOI: http://dx.doi.org/10.5772/intechopen.84812*

level, provisions and requirements for training, and certification of scientific and scientific-pedagogical personnel; and (3) equal opportunities and free exercise of the rights of citizens to receive education in the state and municipal educational

In 2013, at the 39th plenary meeting of the Inter-Parliamentary Assembly of the CIS member states (Decree No. 39-6 of November 29, 2013), a new edition of this

On December 10, 2010, at a meeting of the council of heads of CIS member states, representatives of the Republic of Armenia, the Republic of Belarus, the Republic of Kazakhstan, the Republic of Moldova, the Kyrgyz Republic, the Russian Federation, and the Republic of Tajikistan and Ukraine decided to create a CIS Network University

The governing body of the Network University is the Coordinating Council of the Network University, which is composed of representatives from all partner universities. Researchers admit that the Network University of the CIS is, overall, a

Today, one of the most relevant issues in the framework of the EAEU integration is the creation of a single educational space of states. The need to integrate the higher education systems of the EAEU member states is the basis for the successful integration cooperation. At the same time, the Treaty on the Eurasian Economic Union, signed on May 29, 2014 (the Treaty on EAEU) [12], does not provide for the formation of a supranational educational space, although it is indicated that the EAEU was created to ensure "conditions for the stable development of the economies of the member states in the interests of raising the living standards of their populations; the formation of a single market for goods, services, capital and labor resources; comprehensive modernization, cooperation and increasing the competitiveness of national economies in the global economy" (Article 4 of the Treaty). Only Article 97.3 of the Treaty on the EAEU regulates relations concerning mutual recognition of documents on education while excluding from the scope of the Treaty documents on education in such professions as medicine, pharmaceuticals, pedagogical sciences, and law. The main directions for implementing the digital issues of the EEU until 2025, approved by the Decision of the Supreme Eurasian Economic Council No. 12 of October 10, 2017, "On the Main Directions for Implementing the Digital Agenda of the Eurasian Economic Union until 2025," also do not contain any mention of education—the digital transformation of education was not mentioned in the list of directions of the digital economy development (Section III of this Decision). Back in 2009, Decision No. 463 of the Interstate Council of the Eurasian Economic Community (EURASEC, 2001–2014) was the international economic organization of several former Soviet republics, which created to effectively promote its participants in the process of forming the Customs Union and the Common Economic Space, as well as the realization of other goals and objectives related to the deepening of integration in the economic and humanitarian fields. EURASEC was abolished in connection with the creation of the Eurasian Economic Union "On the Agreement on Cooperation of the Member States of the Eurasian Economic Community in the Field of Education" of December 11, 2009 [13] and approved

based on the Peoples' Friendship University of Russia. In 2015, the Republic of Azerbaijan joined the Network University. *Raison d'etre* (meaning of existence) of the Network University is the possibility for student to study in the several educational structures at the same time, including foreign ones. In practice, this means the possibility of undergraduate study (bachelor's program) at a basic university and graduate

(master program) and postgraduate studies—in partner universities.

counterpart to the EU Erasmus Mundus program [11].

institution in the territory of the CIS member states (Article 1).

<sup>1</sup> One of the oldest largest classical universities in Russia and one of the centers of national science and culture, located in Moscow. Created in 1755

Established on February 5, 1960, as the Patrice Lumumba Peoples' Friendship University, since February 5, 1992, is the Peoples' Friendship University of Russia.

<sup>3</sup> In this study, the Eurasian states are the states participated in the former Union of Soviet Socialist Republics (USSR) (1922–1991), except Baltic states (Latvia, Lithuania, and Estonia, currently members of the EU).

#### *Education Systems in Eurasia DOI: http://dx.doi.org/10.5772/intechopen.84812*

*Education Systems Around the World*

2010 to reform European higher education. Each of the 33 signatory countries adopted national action plans. All EEU member states except Kyrgyzstan (Russia, Kazakhstan, Armenia, and Belarus) as well as such Eurasian states as Azerbaijan, Georgia, Moldova, and Ukraine are participants of the Bologna process, which was

Moreover, the EEU member states are also involved in the work of other integration associations. This means that the lack of integration in an area of public relations within the EEU automatically entails its inclusion in the "orbit" of other integration associations. A typical example is Kazakhstan, which is not a full member of the Organization for Economic Cooperation and Development (OECD) [5] but has undertaken several commitments to restructure the education system

It should be noted that even during the Soviet era, the Minister of Education of the USSR, G. Yagodin, prepared a number of normative documents on the transition to an education system similar to Bologna. This system was almost integrated

and the

. In 1988, the Provisional Research and

states in the field of higher

developed within the framework of European integration.

**2. Legal bases of interaction in the Eurasian space**

The cooperation of the Eurasian (post-Soviet)3

and additions, Tajikistan has joined to this Agreement [7].

Commonwealth of Independent States (CIS) was adopted [8].

associations, as well as at their national level.

**2.1 Commonwealth of independent states**

culture, located in Moscow. Created in 1755

5, 1992, is the Peoples' Friendship University of Russia.

Peoples' Friendship University of Russia<sup>2</sup>

levels of the education system.

following the recommendations of this international organization.

at the Faculty of Economics of the Lomonosov Moscow State University1

Development Team "School" was established, headed by the future Minister of Education of the Russian Federation, E. D. Dneprov. In this center, a new educational policy was developed, based on the ideas of variability and free choice at all

education began with the signing of the Agreement on Mutual Recognition and Equivalence of Education Documents, Academic Degrees and Titles of November 24, 1998, by the Governments of Russia, Belarus, Kazakhstan, and Kyrgyzstan [6]. Since April 27, 2003, based on the protocol on the introduction of amendments

Let us consider the interaction of Eurasian states within the main integration

In 2001, the concept of forming a single (common) educational space of the

(1) common principles of state policy in education; (2) consistency of state educational standards, programs, education levels, normative terms of education at each

<sup>1</sup> One of the oldest largest classical universities in Russia and one of the centers of national science and

Established on February 5, 1960, as the Patrice Lumumba Peoples' Friendship University, since February

<sup>3</sup> In this study, the Eurasian states are the states participated in the former Union of Soviet Socialist Republics (USSR) (1922–1991), except Baltic states (Latvia, Lithuania, and Estonia, currently members

states [9]. For the first time, it proclaimed the creation of a single educational space within the CIS. The common educational space of the Commonwealth of Independent States is defined in this document as a space characterized by

<sup>2</sup> The Peoples' Friendship University of Russia is a multi-profile university in Moscow, Russia.

At the end of 2006, a model educational code was approved for the CIS member

**22**

of the EU).

level, provisions and requirements for training, and certification of scientific and scientific-pedagogical personnel; and (3) equal opportunities and free exercise of the rights of citizens to receive education in the state and municipal educational institution in the territory of the CIS member states (Article 1).

In 2013, at the 39th plenary meeting of the Inter-Parliamentary Assembly of the CIS member states (Decree No. 39-6 of November 29, 2013), a new edition of this model code was adopted [10].

On December 10, 2010, at a meeting of the council of heads of CIS member states, representatives of the Republic of Armenia, the Republic of Belarus, the Republic of Kazakhstan, the Republic of Moldova, the Kyrgyz Republic, the Russian Federation, and the Republic of Tajikistan and Ukraine decided to create a CIS Network University based on the Peoples' Friendship University of Russia. In 2015, the Republic of Azerbaijan joined the Network University. *Raison d'etre* (meaning of existence) of the Network University is the possibility for student to study in the several educational structures at the same time, including foreign ones. In practice, this means the possibility of undergraduate study (bachelor's program) at a basic university and graduate (master program) and postgraduate studies—in partner universities.

The governing body of the Network University is the Coordinating Council of the Network University, which is composed of representatives from all partner universities. Researchers admit that the Network University of the CIS is, overall, a counterpart to the EU Erasmus Mundus program [11].

#### **2.2 Eurasian economic union**

Today, one of the most relevant issues in the framework of the EAEU integration is the creation of a single educational space of states. The need to integrate the higher education systems of the EAEU member states is the basis for the successful integration cooperation. At the same time, the Treaty on the Eurasian Economic Union, signed on May 29, 2014 (the Treaty on EAEU) [12], does not provide for the formation of a supranational educational space, although it is indicated that the EAEU was created to ensure "conditions for the stable development of the economies of the member states in the interests of raising the living standards of their populations; the formation of a single market for goods, services, capital and labor resources; comprehensive modernization, cooperation and increasing the competitiveness of national economies in the global economy" (Article 4 of the Treaty). Only Article 97.3 of the Treaty on the EAEU regulates relations concerning mutual recognition of documents on education while excluding from the scope of the Treaty documents on education in such professions as medicine, pharmaceuticals, pedagogical sciences, and law.

The main directions for implementing the digital issues of the EEU until 2025, approved by the Decision of the Supreme Eurasian Economic Council No. 12 of October 10, 2017, "On the Main Directions for Implementing the Digital Agenda of the Eurasian Economic Union until 2025," also do not contain any mention of education—the digital transformation of education was not mentioned in the list of directions of the digital economy development (Section III of this Decision).

Back in 2009, Decision No. 463 of the Interstate Council of the Eurasian Economic Community (EURASEC, 2001–2014) was the international economic organization of several former Soviet republics, which created to effectively promote its participants in the process of forming the Customs Union and the Common Economic Space, as well as the realization of other goals and objectives related to the deepening of integration in the economic and humanitarian fields. EURASEC was abolished in connection with the creation of the Eurasian Economic Union "On the Agreement on Cooperation of the Member States of the Eurasian Economic Community in the Field of Education" of December 11, 2009 [13] and approved

an agreement in accordance with Articles 2, 3, and 6 of which EURASEC member states agreed to support direct links between universities and scientific organizations on the basis of cooperation agreements, to promote the development of academic mobility of students and teachers. Also, for the implementation of this international treaty, the states came to an agreement on the establishment of the Council on Education under the EURASEC Integration Committee (the Council is the legal successor to the Council for Mutual Recognition and Equivalence of Education Documents, Academic Degrees and Titles under the EURASEC Integration Committee, which acted on the basis of the Agreement between the Government of the Republic of Belarus, the Government of the Republic of Kazakhstan, and the Government of the Republic of Tajikistan on mutual recognition and equivalence of education certificates, academic degrees, and titles of November 24, 1998, and the Decision of the EURASEC Integration of September 19, 2002, No. 146.), which operates in accordance with the Statute on the Council, approved by the EURASEC Integration Committee [14]. It is regrettable to note that the provisions of this international treaty are "dissolved" in the norms of the Treaty on the EAEU, which does not mention the integration of the EAEU member states in the field of education.

Of course, the EAEU Treaty included the Cooperation Agreement of the Member States of the Eurasian Economic Community in education in 2009 to the list of international treaties that continue to operate, however limiting their validity to "the part in which they can be implemented in the absence of the EURASEC bodies mentioned in them, dissolved in accordance with the Treaty on the EURASEC." We are agreeing with S.M. Yun, who said "…the soft wording 'can be fulfilled' and the absence of norms in the EAEU Treaty creates a situation in which the question of developing multilateral cooperation in the field of education within the EAEU is more a matter of political negotiations than regulation" [15].

The day after the leading universities signed the Memorandum of Understanding on the establishment of the Eurasian Network University of April 12, 2016 [16], the Ministry of Education and Science of the Russian Federation in the meeting of the heads of state executive authorities of the EAEU member states in the area of higher education and science, offered to sign the Memorandum on Cooperation in educational and scientific-technological interaction in the Eurasian region between the ministries of education and science of the Union of April 13, 2016 [17]. This document was signed by all EAEU member states except Kazakhstan. It was aimed at coordinating education policies. The implementation of this project was delayed due to structural changes in the Russian public administration in the field of higher education and science.

In 2018, the chairmanship of the EAEU passed to Russia. It became possible to distinguish two completely specific areas of Eurasian integration in higher education: (1) approaching the educational standards based on the needs of the Eurasian common market and (2) creation of Eurasian common scientific clusters and campuses based on universities, large enterprises, academies of science for the development of new technologies, and Eurasian common import substitution with centralized financing [18].

#### **2.3 Shanghai cooperation organization**

On August 16, 2007, at the Summit of Heads of Shanghai Cooperation Organization (SCO) member states, the leaders of the Kazakhstan, China, Russia, Kyrgyzstan, and Tajikistan supported the Russian initiative to create on a multilateral basis the Network University of SCO member states, and on October 28, 2008, in Astana (Kazakhstan) at the meeting of the ministers of education of the SCO member states, the concept of the creation and functioning of the SCO University

**25**

*Education Systems in Eurasia*

**2.4. BRICS summit**

**2.5 Russian Federation**

students' academic load.

the system of "credits."

education documents; etc.

period up to 2025" was approved [24].

that are of great demand

*DOI: http://dx.doi.org/10.5772/intechopen.84812*

universities of these countries and Belarus [19].

practical experience in these areas of knowledge.

was signed. The educational network of the SCO University includes 79 leading

Russia also participates in BRICS Network University. According to paragraph 64 of the updated plan of activities of the Russian chairmanship in BRICS (approved by Presidential Instruction No. Pr-172 of 29.01.2015) [20], the State Policy Department for Higher Education of the Russian Ministry of Education has compiled a list of universities for participation in the BRICS Network University. The BRICS Network University provides graduate (master) and postgraduate

On July 5–7, 2018, BRICS Network University held the conference "Unlocking BRICS Universities' Partnerships: Postgraduate Education, Opportunities and Challenges" in Stellenbosch (South Africa). It identified six main areas of research: energy; information technologies; information security, ecology, and climate change; economics; water resources; and the threat of pollution. International Thematic Groups (ITGs) were created to exchange their national research and

The Russian Federation (Russia) joined the Bologna process on September 19, 2003. The use of a system based on credit units in higher professional education began in Russia even before the official entry to the Bologna process. Thus, in 2002, the Ministry of Education of the Russian Federation adopted the "Methodology for calculating the labor intensity of the main educational programs of higher professional education in credit units" [21] and sent it to higher educational institutions using credit units to account for the labor intensity of the

In the Russian education system, the credit system received the official name—

On May 15, 2018, the Decree of the President of the Russian Federation No. 215 "On the Structure of Federal Executive Bodies" [23] established the Ministry of Science and Higher Education of the Russian Federation. Under this Ministry there is the Federal Service for Supervision in Education and Science (Rosobrnadzor). Its activity includes licensing or authorization in higher education; certification of researchers and teachers, as well as graduates; confirmation and nostrification of

On December 19, 2012, by the Decree of the President of the Russian Federation No. 1666, the "Strategy of the State National Policy of the Russian Federation for the

This Strategy proclaims the development of the Russian education system as one

• Assistance in the educational (training) migration of Russian citizens, including the purpose of obtaining education and advanced training in professions

According to the Constitution of the Russian Federation (point "e," Part 1, Article 71) [22], education and science are under the joint jurisdiction of the

Russian Federation and the constituent entities of the Federation.

of the priorities of the state national policy in the following areas:

• Training, retraining, and advanced training of teaching staff.

programs, as well as coordination of the international research.

was signed. The educational network of the SCO University includes 79 leading universities of these countries and Belarus [19].
