俄罗斯联邦教育移民趋势

A. Kuznetsova
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引用次数: 2

摘要

本文分析了联邦区国际移民进程的趋势。对国家统计数据(2016-2018)的分析显示,各方面的趋势相互矛盾。结果表明,俄罗斯的国际教育移民比例极低,仅占移民流入总量的3%。受过教育的移民人数增长了近三分之一。教育领域的主要捐助国有哈萨克斯坦、中国、土库曼斯坦、塔吉克斯坦、乌兹别克斯坦、印度和伊拉克等。与此同时,来自哈萨克斯坦、乌克兰和摩尔多瓦的教育移民人数在过去三年中略有下降。结果表明,俄罗斯联邦教育移民流动的地域分布极不平衡。他们大多发生在各地区和西北联邦区(约50%的移民来自教育机构,伏尔加和西伯利亚-超过30%)。这意味着教育系统和基础设施的使用是无限的。本文确定了联邦区形成的集群的动态类型,从而形成了相应的类型学。作者计算了教育移民的增长率,即教育移民人数的增长与到达联邦区并登记为移民的总人数的增长之比。在现代社会文化方法领域的研究框架内,似乎应该涉及人力资本再分配的机制。这将有助于更深入地研究社会文化因素和教育移民的后果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Trends in educational migration in the Russian Federation
This article analyzes the trends in international migration processes in federal districts. The analysis of state statistics (2016-2018) revealed conflicting trends in its various aspects. The results show that international educational migration in Russia has an extremely low proportion, which is only 3% of the total migration inflow. The number of educated migrants has grown by almost a third. The main contributing countries of the educational sphere are Kazakhstan, China, Turkmenistan, Tajikistan, Uzbekistan, India, and Iraq among others. At the same time, the number of educational migrants from Kazakhstan, Ukraine, and Moldova has slightly decreased over three years. The results show significant imbalances in the territorial distribution of educational migration flows in the Russian Federation. They mostly take place in the regions and the North-West Federal District (about 50% of migrants by educational institutions, Volga and Siberia — more than 30%). This means that the education system and the use of infrastructure are unlimited. This article identifies the types of dynamics of the formed clusters in federal districts, which resulted in the corresponding typology. The author has calculated the growth rate of educational migration, which is the ratio of the growth in the number of educational migrants to the increase in the total number of people who arrived in the federal district and registered as migrants. It seems appropriate that within the framework of research in the field of the modern sociocultural approach, the mechanism of redistribution of human capital should be involved. This will allow a deeper study of sociocultural factors and the consequences of educational migration.
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