Интеграция ибезопасность встранах азиатского региона 61

Discussion Article / Дискуссионная статья

УДК 316.3

DOI: 10.14258/SSI(2023)2-04

Social Support ofIntegration and Education Development inthe

Eurasia

Ta tyana P. Lipai

Mariam R. Gevorgyan

Minsk City Institute for the Development ofEducation. Minsk, Belarus,

lipai@tut.by, https://orcid.org/ 0000-0002-9186-9806

French University inArmenia (UFAR), Yerevan, Armenia,

mariamgevorgyan89@gmail.com, https://orcid.org/ 0000-0003-2927-0437

Ab stract.  e article focuses on the Eurasian Education System (EES) as an integration ofdif-

ferent education approaches, and stresses the importance ofsocial aspects inthe construction

ofthe comprehensive EES. Based on the results ofthe research, the article identi es the dynamics

ofthe social support ofintegration processes, and notes its development.

 e authors consider main directions, practices and approaches to enhance the social sup-

port for integration and development.  e authors refer to the works ofcontemporary Armeni-

an, Belarusian and foreign authors who wrote on education systems that developed the method-

ological grounds for promoting solidarity, and identify ways to extend the EES’s support base.

 e article shows that the resource ofsocial solidarity, unity and structural-functional inte-

gration ofthe EES is inthe everyday e orts to strengthen it together with the social e ciency,

and this resource can be discourse ofthe member states inthe  eld ofsocial-scienti c coopera-

tion.  e development ofthe support base for integration processes includes such practices and

resources that ensure interiorization ofsymbols, norms, values, and solidarity ofthe peoples and

elites ofthe Eurasian Education System.

Ke ywords: Eurasian Education System, social processes, integration, social support, social

management, social stigma, social-humanitarian cooperation

For citation: Lipai, T.P., Gevorgyan, M.R. (2023). Social Support ofIntegration and Education De-

velopment inthe Eurasia. Society and Security Insights, 6(2), 61–70. doi: 10.14258/ssi(2023)2-04

Society andSecurity Insights № 2 2023 62

Социальная поддержка интеграции

иразвития образования вЕвразии

Татьяна Петровна Липай

Мариам Рафик Геворгян

Минский городской институт развития образования, Минск, Республика Беларусь

lipai@tut.by, https://orcid.org/ 0000-0002-9186-9806

Французский университет вЕреване, Ереван, Армения

mariamgevorgyan89@gmail.com, https://orcid.org/ 0000-0003-2927-0437

Аннотация. Встатье основное внимание уделяется евразийской системе образования

(ЕОО) как интеграции различных образовательных подходов, а также подчеркивается

важность социальных аспектов впостроении комплексной ЕОО. Порезультатам прове-

денного исследования встатье выявляется динамика социальной поддержки интеграци-

онных процессов, отмечается ее развитие. Авторы рассматривают основные направления,

практики иподходы кулучшению управления социальной поддержкой интеграции ираз-

вития. Авторы обращаются кработам современных армянских, белорусских изарубежных

авторов всфере образования, разработавших методологические основы продвижения со-

лидарности, иопределяют пути расширения базы поддержки ЕЭС. Встатье показано, что

ресурс социальной солидарности, единства и структурно-функциональной интеграции

ЕЭС заключается вповседневных усилиях поее укреплению вкупе ссоциальной эффек-

тивностью, иэтот ресурс может быть обеспечен дискурсом государств-членов вобласти

общественно-научного сотрудничества. Развитие опорной базы интеграционных процес-

сов включает всебя такие практики иресурсы, которые обеспечивают интериоризацию

символов, норм, ценностей исолидарности народов иэлит евразийской системы образо-

вания.

Ключевые слова: евразийская система образования, социальные процессы, интегра-

ция, социальная поддержка, социальное управление, социальная стигма, социально-гума-

нитарное сотрудничество

Для цитирования: Липай Т. П., Геворгян М. Р. Социальная поддержка интеграции иразви-

тия образования вЕвразии // Society and Security Insights. 2023. Т.6, №2. С.61–70. doi: 10.14258/

ssi(2023)2-04

In troduction

Human capital today has become one ofthe main factors inthe development ofso-

ciety and the education system plays an important role inthe formation ofvalues and

morality.

“Human capital” does not mean the people themselves, but the knowledge and

skills they possess that allow them to create value inthe global economic system. Human

capital is “formed from valuable qualities acquired throughout a person’s life, which can

be strengthened through appropriate investments” (Schultz, 1961: 8–9).

 e global economy is already setting new challenges for colleges, institutes and

universities (Lipai, Gevorgyan, 2020a; Lipai, Gevorgyan, Minasyan, 2021).

In the university community, we have the concept of“University 3.0”, which gives

Интеграция ибезопасность встранах азиатского региона 63

impetus to the activities ofuniversities (Lipai, Gevorgyan, 2020b; Lipai, Gevorgyan,

2021).

Capacity Building Higher Education Projects (CBHE) promote cooperation and

partnerships that have an impact on the modernization and internationalization ofhigh-

er education institutions and systems inPartner Countries.

 e article addresses an urgent need inthe Reforming Education System inEurasia

inline with the Salzburg Principles with the emphasis on legal framework and institu-

tional procedures supporting integrative and internationally-oriented high and doctoral

studies involving universities, research institutions and industry. Expected impact on

the international and national levels is seen as a contribution to the reform and modern-

ization ofhigher and doctoral Education inline with the Salzburg principles.

 e article aims to foster the rights ofindividuals with special needs to access

inclusive education and enjoy the right ofparticipation ineveryday society, to combat

discrimination and stigmatization ofthe individuals with special needs by instilling

awareness and acceptance insociety as inline with the Bologna Process and A guide to

preventing and addressing social stigma.

 e action foresees:

• strengthening strategic, infrastructural and human capacities in high and doctor-

al Education Institutions (HEIs) and Institutes ofthe National Academy ofSciences

(SRIs), the Ministry ofEducation, Science, Culture and Sport ofthe Republic ofAr-

menia and Belarus,

• development ofnational new policy and legal framework, including by-laws for higher

and doctoral education inArmenia, inBelarus and further approval by national Min-

istry for pilot implementation,

• revision of institutional policies, procedures based on the redesigned national reg-

ulatory framework and design ofthe Institutional Handbook for high and doctoral

Education.

Bases ofinteraction inthe Eurasian space

A new educational policy was developed, based on the ideas ofvariability and free

choice at all levels ofthe education system. Let us consider the interaction ofEurasian

states within the main integration associations, as well as at their national level. It has

become possible to distinguish two completely speci c areas ofEurasian integration

inhigher education: (1) transformation the educational standards according with the

needs ofthe Eurasian common market and (2) creation ofEurasian common scienti c

clusters and campuses based on universities, large enterprises, academies ofscience for

the development ofnew technologies, and Eurasian common import substitution with

centralized  nancing (Petrovskiy, 2018).

At the same time, it was pointed out that there was an infrastructure ofscience

and innovations inArmenia and Belarus; it is represented by various development in-

stitutions, technology parks, and business incubators, which can and should be used to

develop the education system. According to this approach,  ve basic directions ofdevel-

A guide to preventing and addressing social stigma «Social Stigma associated with COVID-19».

URL: https://www.who.int/docs/default-source/coronaviruse/covid19-stigma-guid

Society andSecurity Insights № 2 2023 64

opment ofthe education system inArmenia and Belarus are de ned for the period up to

2023, including not only education itself but also the formation ofresearch competencies

and technical groundwork.

 e Republic ofArmenia

On May 19, 2005, the Republic of Armenia (Armenia) signed the Bologna

Declaration.  e agreement between the Ministry ofEducation and Science ofthe Russian

Federation and the Ministry ofEducation and Science ofthe Republic ofArmenia on

cooperation ineducation was signed earlier on July 13, 2004, but did not enter into force.

Only medical education has been with withdrawn from the Bologna system (Sandoyan,

Mkhytaryan, Khachatryan et al., 2008).

It should be noted t hat the introduction oft he Bologna education system inArmenia

is rather positive (Avetisyan, Zaslavskaya, 2017).  e credit rating system inuniversities

under the Bologna system competes inArmenia with the traditional system ofstudents’

knowledge assessment adopted inRussia, which is adopted inuniversities focused on

the Russian education model.  e largest higher educational institution ofthis kind

inArmenia is the Russian-Armenian University (RAU).  e university was founded

inYerevan in1997, inaccordance with the Agreement between the Government ofthe

Russian Federation and the Government ofthe Republic ofArmenia.

In accordance with the mentioned interdepartmental Agreement on cooperation

ineducation ofJuly 13, 2004, the State Institute for Advanced Studies and Retraining

inInformatics ofthe Republic ofArmenia granted the status ofthe basic organization

ofthe CIS insphere ofeducation ofpersons with disabilities and unemployed citizens

ofthe EAEU states.

State universities inArmenia are autonomous nonpro t legal state entities that

operate inaccordance with government policies. Universities independently determine

their budget and use offunds received from non-state sources. Funds received from the

state budget are only part ofthe general budget ofthe university and can be used for a

speci c purpose inaccordance with the standards established by law. Universities are

also free to form their internal organizational structure.

Student learning outcomes are evaluated based on exams and tests, which are

conducted inwritten or oral form. Exam results are graded according to classi cation

systems that vary signi cantly among institutions (5-, 10-, or 20-point marking scales,

4-point graduation ofletters A–F, etc.) (Avetisyan, Zaslavskaya, 2017).

 e main educational program is undergraduate (bachelor’s) degree; inhigher

educational institutions, it takes four years, and for medical specialties, it is  ve years.

 e duration oftraining inthe program ofspecialty is  ve years.

Master’s quali ca-

tions are awarded to persons with a bachelor’s degree or specialist, according to the re-

sults ofat least one year ofvocational education program.  e degree provides access

to postgraduate studies based on the results ofentrance examinations ofapplicants.

Russian-Armenian (Slavonic) University (RAU). Edu Scan. URL: https://eduscan.net/colleges/ra.

Higher Education. Ministry ofEducation and Science ofthe Republic ofArmenia. URL: http://edu.

am/index.php/am/documents/index/101.

About the Higher Education inArmenia. URL: http://studyinarmenia.org/hea.

Интеграция ибезопасность встранах азиатского региона 65

At the end ofgraduate school and successful thesis, a graduate student receives a PhD

degree.

 e Republic ofBelarus

 e main law regulating the sphere ofeducation is the Code ofthe Republic ofBe-

larus (Belarus) No. 243-3 “On Education”, adopted on January 13, 2011.

In accord-

ance with this document, the state policy ineducation should be based on the principles

ofthe priority ofhuman rights, ensuring equal access to education, compulsory general

basic education, integration into the world educational space, secular nature, and envi-

ronmental orientation ofeducation.  e Belarus Code “On Education” also provides for

the development ofeducation, considering the tasks ofthe socioeconomic development

ofthe state and the state-public nature ofeducation management. Even though formally

these principles can be called progressive, the degree oftheir real implementation inthe

education system ofBelarus causes doubts among researchers (Pogorelskaya, 2016).

 e Resolution ofthe Council ofMinisters ofthe Republic ofBelarus ofMarch 28,

2016, No. 250 approved the State Program “Education and Youth Policy” for 2016–2020

According to this document, institutions ofhigher education inBelarus include

43 public and nine private universities

.  ey are divided into universities (33), acade-

mies (8), institutes (10), and higher colleges (1).  e main di erence between institutes

and universities is that they train narrow specialists, and inhigher colleges, you can

get a higher education only at the  rst level.  e Ministry ofEducation ofthe Republic

ofBelarus is the only state body for implementing state policy ineducation, organiza-

tion ofscienti c research, and education international cooperation. In particular, the

Ministry has jurisdiction over the quality control ofeducation, coordination ofthe ac-

tivities ofstate educational institutions, and licensing ofeducational institutions. It also

organizes the development ofeducational programs and standards with the participa-

tion ofeducational institutions, provides scienti c and methodological support for ed-

ucation, etc.

 e universities can submit their requirements and recommendations to state au-

thorities through the Republican Council ofRectors

. Another feature ofthe Belarus

education system is that, according to the Belarus Code on Education, employment

ofgraduates ofhigher educational institutions occurs through distribution based on the

received specialty and quali cation (distribution does not apply to graduates ofevening

and extramural education and full-time graduates who have received education on a fee

The National Register ofLegal Acts ofthe Republic ofBelarus. No. 13, 2/1795. 2011. https://pravo.by/

document/?guid=3961&p0=Hk1100243.

The National Register ofLegal Acts ofthe Republic ofBelarus. No. 92, 5/34264. 2011.

National Legal Internet Portal ofthe Republic ofBelarus. No. 5/42890. 2016.

Resolution ofthe Council ofMinisters ofthe Republic ofBelarus. No. 1554. On Approval ofthe

Regulations on the Ministry of Education of the Republic of Belarus. National Register of Legal

Acts ofthe Republic ofBelarus. No. 118, 5/9561. 2001. http://law.by/databank-business/list-of-legal-

acts/?p0=2.

Decree ofthe President ofthe Republic ofBelarus. On the accession ofthe Republic ofBelarus

to the Convention on the recognition ofqualifications relating to higher education inthe European

Region. No. 5. 2002. URL: https://pravo.by/document/?guid=3961&p0=P3020000.

Society andSecurity Insights № 2 2023 66

basis.  e terms ofcompulsory work inthe direction ofwork for graduates who have

received education at the expense ofthe republican budget range from one to  ve years,

depending on the quali cations obtained).

In 2012–2015 the new structure ofhigher education was formally approved (bache-

lor, master, and third degree— doctoral— remains beyond the scope ofreform) (Veto-

khin, 2014); the issue ofthe European Diploma Supplement on Higher Education be-

came mandatory.

On May 15, 2015, at the conference ofministers ofeducation ofthe European High-

er Education Area member states inYerevan (Armenia), Belarus received the status ofa

participant inthe Bologna process (Pogorelskaya, 2017).

 erefore, inthe context learning process, competencies act as learning objec-

tives, and competence is a characteristic ofthe success ofthe learning process, its result.

According to researchers, competence means not only traditional knowledge (“know

what”), but also procedural knowledge (“know how”), as well as value-semantic knowl-

edge (to know why and for what) (Zhuk, 2009).  e education system ful lls the social

and economic order ofsociety. Emerging new and, as current experience shows, unpre-

dictable challenges ofour time, give education dynamism, set new tasks, the solution

ofwhich requires original solutions and approaches.

Collective solidarity and global cooperation are essential to prevent further trans-

mission ofthe virus (COVID-19) and alleviate community problems.  ere are a num-

ber ofinitiatives to combat stigma and stereotypes. Key point to connect with these ac-

tivities is to create a movement and a positive environment, which demonstrates caring

and empathy for all

According to the National Strategy for Sustainable Development ofBelarus until

2030 «the education system should ensure that the acquired knowledge and skills are

adequate to the rapidly changing requirements ofsociety and the economy, engineering

and technology, the development ofpersonal initiative and human adaptability, due to

which human abilities to integrate and create innovations expand».

Conclusion

 e integration ofhigher and postgraduate education systems inthe Eurasian

space is quite successful. In particular, this concerns a change inthe system ofas-

sessing students’ knowledge, which has become much more variable than the Soviet

system. Despite some “minuses” ofintegration ofthe educational space within the

framework ofthe “Bologna process,” it should be noted that it provided a certain uni-

 cation ofthe construction ofthe educational process. Di erent “speeds” ofthis pro-

cess inthe EAEU member states are explained by the need to overcome the existing

imbalances ineducation.  e gradual uni cation ofthe state regulation ofhigher and

postgraduate education not only provides a freer choice ofplace ofstudy throughout

the EAEU but will also allow to solve emerging problems ina more expeditious man-

ner.

A guide to preventing and addressing social stigma «Social Stigma associated with COVID-19».

URL: https://www.who.int/docs/default-source/coronaviruse/covid19-stigma-guid.

Интеграция ибезопасность встранах азиатского региона 67

 e implementation ofNetwork Universities allows the students to independently

form a program ofstudy based on the individual choice ofcompetencies mastered by

them.  is fact should be positively evaluated.

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INFORMATION ABOUT THE AUTHORS / СВЕДЕНИЯ ОБ АВТОРАХ

Tatyana P. Lipai— Candidate ofSociological Sciences, Associate Professor, Professor

ofthe Department ofManagement and Economics ofEducation, Minsk City Institute

for the Development ofEducation, Minsk, Belarus.

Татьяна Петровна Липай— кандидат социологических наук, доцент, профессор

кафедры управления иэкономики образования Минского городского института

развития образования, г. Минск, Республика Беларусь.

Mariam Ra k Gevorgyan— PhD inPhysics. Lecturer, Faculty ofInformatics and Ap-

plied Mathematics, French University inArmenia (UFAR). Granting Program, Institute

for Physical Research, NAS ofArmenia.

Геворгян Мариам Рафик— кандидат физико-математических наук, доктор фило-

софии пофизике (PhD). Преподаватель факультета информатики иприкладной

математики Французского университета вАрмении. Грантовая программа, Ин-

ститут физики, Национальная академия наук Республики Армения.

The article was submitted 05.05.2023;

approved after reviewing 18.05.2023;

accepted for publication 18.05.2023.

Статья поступила в редакцию 05.05.2023;

одобрена после рецензирования 18.05.2023;

принята к публикации 18.05.2023.