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Evolving regional values and mobilities in global contexts

The emergence of new (Eur-)Asian regions and dialogues with Europe

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Edited By Pierre Chabal, Yann Alix and Kuralay Baizakova

This book analyses the gradual fusion of Europe and Asia into a Eurasian dynamic combining institutional and identity aspects. The seventh in a series of Europe–Asia conferences covering regime dynamics, cooperation policies, regional competition, the limits of regions, mutual understanding and cross-border exchanges, it shows that Eurasian continental developments are outgrowing sub-region designations such as Western Europe, Southeast Asia, East Asia and Central Asia.

Ten years ago, before the launch of the Belt and Road Initiative (BRI), regional dynamics seemed clearly delineated, especially with inter-state groupings mapping out space – the EU, the ASEAN, the Shanghai Cooperation Organisation (SCO) – and organisations overseeing pan-continental competition such as the Conference on Interaction and Confidence-building in Asia (CICA), the Eurasian Economic Union, etc. Today, the less institutional and more macro-economic scheme of an infrastructure and transport network coined as "China’s BRI" changes the research environment.

Gathering about thirty scholars from a dozen Eurasian countries, this book contains views from East Asia (Mongolia, China), Central Asia (Kazakhstan, Kyrgyzstan), Western Europe (France, Belgium), Eastern Europe (Poland, Romania, Hungary, Turkey) and the Caucasus (Azerbaijan). Asia and Europe can no longer be understood except as Eurasian sub-entities. Multi-dimensionally, the book draws from history, international economic relations, politics, geography, economics, cultural studies, public and private law, business studies, peace and conflict studies, public administration, and even literary criticism to tackle the question: what is Eurasia?

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The influence of a modern European higher education on the youth of Central Asia: expectations and reality: Gulnara Baikushikova

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GULNARA BAIKUSHIKOVA

In the era of intensifying globalisation, modern society poses new requirements for the organisation of education, its management and, most importantly, that is for the standards of education. According to E. Toffler, modern civilisation is questioning all our initial or ancient principles. Indeed, the former ways of thinking, the formulas, dogmas and ideologies of the past no longer correspond to the facts. A (brave?) new world is emerging at a tremendous speed due to the collision of new values and technologies, new geopolitical relations, new lifestyles and ways of communication. This all requires completely new ideas and analogies, classifications and concepts. Toffler rejects certain social attitudes and moods that are unsuitable for this new world1.

Significant transformations are taking place in most social systems and social institutions, including in the field of education at the present stage of development of society. Higher professional education has to adapt to globalisation, rapid technological and informational development. The acquired knowledge quickly becomes obsolete, and professional competencies learned during the training process require constant updating. The age of globalisation requires a new educational paradigm, a new educational policy and new approaches to the content and results of educational activities. Today, the increasing integration of the global economy in the context of globalisation contributes to the internationalisation of almost all aspects of human and social life, including education.

The Bologna process, as a large-scale structural reform of higher education in the early 21st century, follows from this...

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